Acoustic and perceptual appraisal of speech production in pediatric cochlear implant users

OBJECTIVE: The purpose of the present study was to examine the relationship between objectively measurable acoustic changes in speech production and subjective speech production accuracy and perceived intelligibility immediately following a disruption in auditory feedback normally provided to subjects from a cochlear implant. METHODS: Six children with profound sensorineural hearing loss participated in the study. Their task was to produce speech samples in two conditions: (1) with auditory feedback from their cochlear implants, and (2) without auditory feedback from their cochlear implants. Samples were subjected to both objective and subjective analyses. Objectively, measures were made of duration, fundamental frequency, and the first and second formants of the vowels. Subjectively, two groups of listeners, one familiar with the speech of children with hearing loss and the other unfamiliar, transcribed the productions and provided ratings of intelligibility. RESULTS: All the children in this study exhibited significant differences from the cochlear implant-on to the cochlear implant-off condition, although these changes were not always in the predicted direction, nor were they always perceptually salient. CONCLUSIONS: Consistent with previous studies, children in this investigation demonstrated variable acoustic voice and speech changes following deactivation of their cochlear implant device. Few of these acoustic changes affected speech intelligibility. The results of this study overall suggest that during the initial years following implantation children who are deaf rely to some extent on the auditory feedback provided by a cochlear implant to control and modify F0, duration, and vowel formant production.     

Speech intelligibility and prosody production in children with cochlear implants

ObjectivesThe purpose of the current study was to examine the relation between speech intelligibility and prosody production in children who use cochlear implants.MethodsThe Beginner's Intelligibility Test (BIT) and Prosodic Utterance Production (PUP) task were administered to 15 children who use cochlear implants and 10 children with normal hearing. Adult listeners with normal hearing judged the intelligibility of the words in the BIT sentences, identified the PUP sentences as one of four grammatical or emotional moods (i.e., declarative, interrogative, happy, or sad), and rated the PUP sentences according to how well they thought the child conveyed the designated mood.ResultsPercent correct scores were higher for intelligibility than for prosody and higher for children with normal hearing than for children with cochlear implants. Declarative sentences were most readily identified and received the highest ratings by adult listeners; interrogative sentences were least readily identified and received the lowest ratings. Correlations between intelligibility and all mood identification and rating scores except declarative were not significant.DiscussionThe findings suggest that the development of speech intelligibility progresses ahead of prosody in both children with cochlear implants and children with normal hearing; however, children with normal hearing still perform better than children with cochlear implants on measures of intelligibility and prosody even after accounting for hearing age. Problems with interrogative intonation may be related to more general restrictions on rising intonation, and the correlation results indicate that intelligibility and sentence intonation may be relatively dissociated at these ages.Learning outcomes: As a result of this activity, readers will be able to describe (1) methods for measuring speech intelligibility and prosody production in children with cochlear implants and children with normal hearing, (2) the differences between children with normal hearing and children with cochlear implants on measures of speech intelligibility and prosody production, and (3) the relations between speech intelligibility and prosody production in children with cochlear implants and children with normal hearing.     

Simultaneous bilateral cochlear implantation in adults: a multicenter clinical study

OBJECTIVE: To determine the efficacy of "simultaneous" bilateral cochlear implantation (both implants placed during a single surgical procedure) by comparing bilateral and unilateral implant use in a large number of adult subjects tested at multiple sites. DESIGN: Prospective study of 37 adults with postlinguistic onset of bilateral, severe to profound sensorineural hearing loss. Performance with the bilateral cochlear implants, using the same speech processor type and speech processing strategy, was compared with performance using the left implant alone and the right implant alone. Speech understanding in quiet (CNCs and HINT sentences) and in noise (BKB-SIN Test) were evaluated at several postactivation time intervals, with speech presented at 0 degrees azimuth, and noise at either 0 degrees , 90 degrees right, or 90 degrees left in the horizontal plane. APHAB questionnaire data were collected after each subject underwent a 3-wk "bilateral deprivation" period, during which they wore only the speech processor that produced the best score during unilateral testing, and also after a period of listening again with the bilateral implants. RESULTS: By 6-mo postactivation, a significant advantage for speech understanding in quiet was found in the bilateral listening mode compared with either unilateral listening modes. For speech understanding in noise, the largest and most robust bilateral benefit was when the subject was able to take advantage of the head shadow effect; i.e., results were significantly better for bilateral listening compared with the unilateral condition when the ear opposite to the side of the noise was added to create the bilateral condition. This bilateral benefit was seen on at least one of the two unilateral ear comparisons for nearly all (32/34) subjects. Bilateral benefit was also found for a few subjects in spatial configurations that evaluated binaural redundancy and binaural squelch effects. A subgroup of subjects who had asymmetrical unilateral implant performances were, overall, similar in performance to subjects with symmetrical hearing. The questionnaire data indicated that bilateral users perceive their own performance to be better with bilateral cochlear implants than when using a single device. CONCLUSIONS: Findings with a large patient group are in agreement with previous reports on smaller groups, showing that, overall, bilateral implantation offers the majority of patients advantages when listening in simulated adverse conditions.     

Speech recognition performance in children with cochlear implants using bimodal stimulation

Cochlear implantees have considerably good speech understanding abilities in quiet surroundings. But, ambient noise poses significant difficulties in understanding speech for these individuals. Bimodal stimulation is still not used by many Indian implantees in spite of reports that bimodal stimulation is beneficial for speech understanding in noise as compared to cochlear implant alone and also prevents auditory deprivation in the un-implanted ear. The aim of the study is to evaluate the benefits of bimodal stimulation in children in an Indian cochlear implant clinic. A group of 14 children who have been using cochlear implants served as subjects in this study. They were fitted with advanced digital hearing aids in their un-implanted ears to provide bimodal stimulation. Results revealed that bimodal stimulation did not bring greater change in speech scores in quiet surroundings but have shown a noticeable improvement in noisy ambience. Hence the present study suggests that bimodal stimulation would benefit children with cochlear implants especially in adverse listening conditions.     

Comparison of outcomes in children with hearing aids and cochlear implants

Abstract

Objectives

The purpose of this study was to document the performance of a group of children with moderately severe to severe hearing loss who use hearing aids on a range of speech recognition, speech–language, and literacy measures and to compare these results to children with severe to profound hearing loss, who have learned language through cochlear implants.

Methods

This study involved 41 children with bilateral sensorineural hearing impairment, aged 6–18 years. Twenty children had moderately severe/severe hearing loss and used hearing aids, and 21 had severe to profound hearing loss and used cochlear implants. Communication and academic skills were assessed using speech recognition tests and standardized measures of speech production, language, phonology, and literacy.

Results

The two groups did not differ in their open-set speech recognition abilities or speech production skills. However, children with hearing aids obtained higher scores than their peers with cochlear implants in the domains of receptive vocabulary, language, phonological memory, and reading comprehension. The findings also indicate that children with moderately severe or severe hearing loss can develop spoken language skills that are within the range expected for normal hearing children.

Conclusions

School-aged children with moderately severe and severe hearing loss performed better in several domains than their peers with profound hearing loss who received cochlear implants between age 2 and 5 years. Further research is required to evaluate the benefits of hearing aids and cochlear implants in children with hearing loss who are diagnosed and receive intervention within the first year of life.     

The current status of cochlear implants

In the University of Sydney cochlear implant programmes, 109 adults and teenagers have received a 22 electrode cochlear implant (Cochlear™ implant) since 1984; and 127 children have received a Cochlear™ implant since 1987. The results were analysed when all patients were still using the MSP speech processors rather than the newer SPEAK processors. Seventy five percent of adults and teenagers deafened after learning speech for a period of less than 15 years were able to recognise some words by audition alone. Only 30 percent of adults and teenagers deafened for over 15 years regaining hearing were able to recognise any words by audition alone but most found the device very helpful in aiding lipreading. None of adults and teenagers who were born deaf who received a cochlear implant found they could recognise any sounds and half of them abandoned using the device. Children who were deafened after learning speech usually did extremely well with a cochlear implant and could remain in their regular school situation. Children who had done well with hearing aids were also very likely to succeed with a cochlear implant. Children who had learnt to communicate by gestures or signs who had reached an age of over 6 years did poorly with the cochlear implant with 73 percent unable to recognise speech by listening alone and unable to improve their speech production to an intelligible level.     

Is psychological status a determinant of speech perception outcomes in highly selected good adolescent cochlear implant users?

OBJECTIVE: The main purpose of this study was to assess the relationship between the speech perception skills and state-trait anxiety in cochlear implant user adolescents who were highly selected good candidates. The impact of preoperative speech perception ability on postoperative speech perception and state-trait anxiety status were also examined. SUBJECTS AND METHODS: The subjects for this study were 25 consecutively chosen congenitally profoundly deaf adolescents (12 boys, 13 girls) who received nucleus multi channel cochlear implants and were followed for at least a year at Hacettepe University. Daily Sentences in Turkish and State-Trait Anxiety Inventories (STAI) were administered to subjects after 12-72 months (mean: 35.28+/-18.27) of implant use. RESULTS: The trait and state anxiety scores were matched with the relative rank of normal hearing subjects' trait-state anxiety scores and the analysis of post-implant state-trait anxiety findings shows that both state and trait anxiety scores were widespread but still in normal range. The correlation between trait, state anxiety scores and speech perception ability was not statistically significant in adolescent cochlear implant users. However, their preoperative speech perception scores were significantly correlated with their postoperative speech perception abilities. CONCLUSION: The majority of adolescents, in this study, achieved varying degrees of open-set speech recognition and made greater gains than their previous auditory experience with hearing aids. Also, the indirect positive effects of early identification-amplification, communication therapy and counseling programs on their personal well-being is clearly observed from the outcomes of their state and trait anxiety scores. As a result of correlating the trait and state anxiety levels with pre- and post-implant speech perception skills, a significant negative correlation was expected. However, no statistical correlation was found between speech perception skills and the psychological outcomes. This result may be the indicator of the positive effect of the early habilitation-parental support and cochlear implant on the quality of life as the adolescents involved in this study were developmentally and audiologically ready for implantation. The present study provides understanding of the audiological and social-emotional influences of early identification and habilitation programs on adolescents with cochlear implants.     

Speech production intelligibility of early implanted pediatric cochlear implant users

Objectives

To investigate the influence of age, and age-at-implantation, on speech production intelligibility in prelingually deaf pediatric cochlear implant recipients.

Methods

Forty prelingually, profoundly deaf children who received cochlear implants between 8 and 40 months of age. Their age at testing ranged between 2.5 and 18 years. Children were recorded repeating the 10 sentences in the Beginner's Intelligibility Test. These recordings were played back to normal-hearing listeners who were unfamiliar with deaf speech and who were instructed to write down what they heard. They also rated each subject for the intelligibility of their speech production on a 5-point rating-scale. The main outcome measures were the percentage of target words correctly transcribed, and the intelligibility ratings, in both cases averaged across 3 normal-hearing listeners.

Results

The data showed a strong effect of age at testing, with older children being more intelligible. This effect was particularly pronounced for children implanted in the first 24 months of life, all of whom had speech production intelligibility scores of 80% or higher when they were tested at age 5.5 years or older. This was true for only 5 out of 9 children implanted at age 25-36 months.

Conclusions

Profoundly deaf children who receive cochlear implants in the first 2 years of life produce highly intelligible speech before the age of 6. This is also true for most, but not all children implanted in their third year.     

Communication skills in pediatric cochlear implant recipients.

Detailed longitudinal studies of speech perception, speech production and language acquisition have justified a significant change in the demographics of congenitally and prelingually deaf children who receive cochlear implants. A trend toward earlier cochlear implantation has been justified by improvements in measures assessing these areas. To assess the influence of age at implantation on performance, age 5 years was used as a benchmark. Thirty-one children who received a Nucleus cochlear implant and use the SPEAK speech processing strategy and two children who received a Clarion cochlear implant and use the CIS strategy served as subjects. The subjects were divided into three groups based on age at implantation. The groups comprised children implanted before the age of 3 years (n = 14), children implanted between 3 years and 3 years 11 months (n = 11) and those implanted between 4 years and 5 years 3 months (n = 8). The children were further divided according to whether they used oral or total communication. The earlier-implanted groups demonstrated statistically significant improvements on measures of speech perception. Improvements in speech intelligibility as a function of age at implant were seen but did not reach statistical significance. The results of the present study demonstrate that early implantation promotes the acquisition of speaking and listening skills.     

Comparison of speech recognition and localization performance in bilateral and unilateral cochlear implant users matched on duration of deafness and age at implantation

OBJECTIVES: The purpose of this investigation was to compare speech recognition and localization performance of subjects who wear bilateral cochlear implants (CICI) with subjects who wear a unilateral cochlear implant (true CI-only). DESIGN: A total of 73 subjects participated in this study. Specifically, of the 73 subjects, 64 (32 CICI and 32 true CI-only) participated in the word recognition testing; 66 (33 CICI and 33 true CI-only) participated in the sentence recognition testing; and 24 (12 CICI and 12 true CI-only) participated in the localization testing. Because of time constraints not all subjects completed all testing. The average age at implantation for the CICI and true CI-only listeners who participated in the speech perception testing was 54 and 55 yrs, respectively, and the average duration of deafness was 8 yrs for both groups of listeners. The average age at implantation for the CICI and true CI-only listeners who participated in the localization testing was 54 and 53 yrs, respectively, and the average duration of deafness was 10 yrs for the CICI listeners and 11 yrs for the true CI-only listeners. All speech stimuli were presented from the front. The test setup for everyday-sound localization comprised an eight-speaker array spanning, an arc of approximately 108 degrees in the frontal horizontal plane. RESULTS: Average group results were transformed to Rationalized Arcsine Unit scores. A comparison in performance between the CICI score and the true CI-only score in quiet revealed a significant difference between the two groups with the CICI group scoring 19% higher for sentences and 24% higher for words. In addition, when both cochlear implants were used together (CICI) rather than when either cochlear implant was used alone (right CI or left CI) for the CICI listeners, results indicated a significant binaural summation effect for sentences and words. CONCLUSION: The average group results in this study showed significantly greater benefit on words and sentences in quiet and localization for listeners using two cochlear implants over those using only one cochlear implant. One explanation of this result might be that the same information from both sides are combined, which results in a better representation of the stimulus. A second explanation might be that CICI allow for the transfer of different neural information from two damaged peripheral auditory systems leading to different patterns of information summating centrally resulting in enhanced speech perception. A future study using similar methodology to the current one will have to be conducted to determine if listeners with two cochlear implants are able to perform better than listeners with one cochlear implant in noise.     

Verbal self-monitoring in deaf subjects using cochlear implants

Cortical activation during vocalization was studied in an attempt to elucidate verbal self-monitoring mechanisms in cochlear implant users. Six post-lingually deafened subjects using cochlear implants were included in this study. Significant activation was observed in the bilateral temporal cortices during reading sentences aloud, which was not found in normal subjects in our previous study. The activation patterns in the temporal cortex were similar for reading aloud and for listening to the examiner's speech, and the activation foci in the middle temporal gyri for the two tasks were almost identical. Cochlear implant users may monitor their own speech during speech production, and their verbal self-monitoring mechanisms are thought to depend on similar mechanisms that are used to monitor externally generated speech.     

Approach to communication, speech perception and intelligibility after paediatric cochlear implantation

The aim of this study was to explore the relationship between approach to communication, speech perception and speech intelligibility after cochlear implantation of young children with profound early deafness. A prospective speech perception and speech intelligibility assessment was undertaken on a consecutive group of implanted children. There were 46 children at the three-year, 26 at the four-year and 20 at the five-year intervals. All had been born deaf or deafened before the age of three and received cochlear implants before the age of seven. Their speech perception ability and the intelligibility of their speech were measured before cochlear implantation and annually thereafter. The children's communication had been classified by their teachers of the deaf at each interval into one of two categories: those using an oral approach and those using a signing approach. Results revealed that at all intervals, those children classified as using oral communication significantly exceeded those using signed communication on measures of speech perception and intelligibility (p<0.05). When those children who had changed from signed to oral communication were compared at the three-year interval with those who used oral communication throughout, there was no significant difference in their results. However, it remains to be explored whether children use oral communication after cochlear implantation because they are doing well, or whether they do well because they are using oral communication.     

Children with cochlear implants who live in monolingual and bilingual homes.

OBJECTIVE: To determine if exposure to a second language impacts the ability of children with cochlear implants to develop spoken English skills. STUDY DESIGN: Matched-pairs comparison of postoperative speech perception and speech/language data of children from monolingual and bilingual homes with cochlear implants. SETTING: Tertiary medical facility. SUBJECTS: Twelve matched pairs of children with unilateral cochlear implants who reside in monolingual or in bilingual homes. Pairs were matched for age of implantation, cochlear anatomy, educational setting, and device type. All subjects received their implant before the age of 6 years. INTERVENTION: Subjects participated in routine speech perception and speech and language assessments at various postimplantation time intervals. MAIN OUTCOME MEASURES: Matched-pairs t tests and mixed-model analyses were used to evaluate and compare scores obtained by the 2 groups on the Peabody Picture Vocabulary Test, The MacArthur-Bates Communicative Development Inventory: Words and Gestures, The Oral and Written Language Scales, The Infant-Toddler Meaningful Auditory Integration Scale, and the Student Oral Language Observation Matrix. RESULTS: No significant differences were found between the scores of children living in bilingual homes when compared with the scores obtained by children living in monolingual homes at any interval tested. CONCLUSION: This study supports the belief that exposure to a second language at home does not impair primary language acquisition for some young children with cochlear implants. The study suggests that some children with cochlear implants can learn multiple spoken languages and that parents of such children do not need to avoid using a minority language with their child who has a cochlear implant.     

Auditory brainstem implant as a salvage treatment after unsuccessful cochlear implantation.

OBJECTIVE: The present article investigates on an individual basis the performance achieved with the auditory brainstem implant in patients who had been treated unsuccessfully with a cochlear implant. STUDY DESIGN: An intrasubject comparison between results achieved with the cochlear implant and the auditory brainstem implant is reported. SETTING: Tertiary referral care. PATIENTS: Five subjects were fitted with an auditory brainstem implant in our department because of the poor results achieved with cochlear implants. Two were children, one with bilateral cochlear nerve aplasia and one suffering from auditory neuropathy. Three were adults with complete cochlear ossification. INTERVENTION: A retrosigmoid approach was used in all subjects. Electrically evoked auditory brainstem responses and neural response telemetry were used to monitor electrode positioning. RESULTS: No complications were observed due to implantation surgery or related to activation or long-term use of the auditory brainstem implant. Auditory sensations were induced in all patients with varying numbers of electrodes (from 9-16). In all three adults, the cochlear implant did not allow either word/sentence discrimination or speech tracking, whereas the auditory brainstem implant permitted discrimination of two- or three-syllable words with scores from 85 to 100%. In the two adults with a follow-up of 5 and 6 months after auditory brainstem implant activation, the open-set sentence recognition scores (auditory-only mode) were 70% and 100%, respectively, and the speech-tracking scores were 27 and 40 words/min, respectively. One patient with a follow-up of only 3 months scored 0% in both sentence recognition and speech tracking. The two children who had achieved no hearing ability with the cochlear implant were already able to detect sounds and words as early as 2 months after activation of the auditory brainstem implant and are showing progressive improvement in their performance. CONCLUSION: Auditory brainstem implantation may be a very powerful rehabilitative treatment after cochlear implant failure. The possibility of using the auditory brainstem implant as first-choice therapy in some categories of deaf patients (e.g., subjects with auditory neuropathy or cochlear ossification) who are currently treated with cochlear implantation is discussed.     

Speech understanding in quiet and noise in bilateral users of the MED-EL COMBI 40/40+ cochlear implant system

OBJECTIVE: The purpose of the study was to investigate speech understanding in quiet and noise in subjects bilaterally implanted with multi-channel cochlear implants. DESIGN: Nine adults bilaterally implanted with MED-EL implants were included in the study. The subjects were tested in three conditions: with both implants, with the right implant only, and with the left implant only. Speech tests included monosyllables in quiet and sentences in noise (10 dB signal to noise ratio). Speech was presented from the front, and noise was presented from either 90 degrees or 270 degrees azimuth. RESULTS: All subjects reported benefit from bilateral stimulation. Speech scores for all subjects were higher with bilateral than with unilateral stimulation. The average score across subjects for sentence understanding was 31.1 percentage points higher with both cochlear implants compared with the cochlear implant ipsilateral to the noise, and 10.7 percentage points higher with both cochlear implants compared with the cochlear implant contralateral to the noise. The average score for recognition of monosyllabic words was 18.7 percentage points higher with both cochlear implants than with one cochlear implant. All of these differences in average scores were significant at the 5% level. CONCLUSIONS: Bilateral cochlear implantation provides a significant benefit in speech understanding in both quiet and noise.     

Use of audiovisual information in speech perception by prelingually deaf children with cochlear implants: a first report.

OBJECTIVE: Although there has been a great deal of recent empirical work and new theoretical interest in audiovisual speech perception in both normal-hearing and hearing-impaired adults, relatively little is known about the development of these abilities and skills in deaf children with cochlear implants. This study examined how prelingually deafened children combine visual information available in the talker's face with auditory speech cues provided by their cochlear implants to enhance spoken language comprehension. DESIGN: Twenty-seven hearing-impaired children who use cochlear implants identified spoken sentences presented under auditory-alone and audiovisual conditions. Five additional measures of spoken word recognition performance were used to assess auditory-alone speech perception skills. A measure of speech intelligibility was also obtained to assess the speech production abilities of these children. RESULTS: A measure of audiovisual gain, "Ra," was computed using sentence recognition scores in auditory-alone and audiovisual conditions. Another measure of audiovisual gain, "Rv," was computed using scores in visual-alone and audiovisual conditions. The results indicated that children who were better at recognizing isolated spoken words through listening alone were also better at combining the complementary sensory information about speech articulation available under audiovisual stimulation. In addition, we found that children who received more benefit from audiovisual presentation also produced more intelligible speech, suggesting a close link between speech perception and production and a common underlying linguistic basis for audiovisual enhancement effects. Finally, an examination of the distribution of children enrolled in Oral Communication (OC) and Total Communication (TC) indicated that OC children tended to score higher on measures of audiovisual gain, spoken word recognition, and speech intelligibility. CONCLUSIONS: The relationships observed between auditory-alone speech perception, audiovisual benefit, and speech intelligibility indicate that these abilities are not based on independent language skills, but instead reflect a common source of linguistic knowledge, used in both perception and production, that is based on the dynamic, articulatory motions of the vocal tract. The effects of communication mode demonstrate the important contribution of early sensory experience to perceptual development, specifically, language acquisition and the use of phonological processing skills. Intervention and treatment programs that aim to increase receptive and productive spoken language skills, therefore, may wish to emphasize the inherent cross-correlations that exist between auditory and visual sources of information in speech perception.     

Nasalance in Cochlear Implantees

Objectives

Speech intelligibility is severely affected in children with congenital profound hearing loss. Hypernasality is a problem commonly encountered in their speech. Auditory information received from cochlear implants is expected to be far superior to that from hearing aids. Our study aimed at comparing the percentages of nasality in the speech of the cochlear implantees with hearing aid users and also with children with normal hearing.

Methods

Three groups of subjects took part in the study. Groups I and II comprised 12 children each, in the age range of 4-10 years, with prelingual bilateral profound hearing loss, using multichannel cochlear implants and digital hearing aids respectively. Both groups had received at least one year of speech therapy intervention since cochlear implant surgery and hearing aid fitting respectively. The third group consisted of age-matched and sex-matched children with normal hearing. The subjects were asked to say a sentence which consisted of only oral sounds and no nasal sounds ("Buy baby a bib"). The nasalance score as a percentage was calculated.

Results

Statistical analysis revealed that the children using hearing aids showed a high percentage of nasalance in their speech. The cochlear implantees showed a lower percentage of nasalance compared to children using hearing aids, but did not match with their normal hearing peers.

Conclusion

The quality of speech of the cochlear implantees was superior to that of the hearing aid users, but did not match with the normal controls. The study suggests that acoustic variables still exist after cochlear implantation in children, with hearing impairments at deviant levels, which needs attention. Further research needs to be carried out to explore the effect of the age at implantation as a variable in reducing nasality in the speech and attaining normative values in cochlear implantees, and also between unilateral versus bilateral implantees.     

Speech perception with a single-channel cochlear implant: a comparison with a single-channel tactile device

Suprasegmental and segmental speech perception tasks were administered to 8 patients with single-channel cochlear implants. Suprasegmental tasks included the recognition of syllable number, syllabic stress, and intonation. Segmental tasks included the recognition of vowels and consonants in three modalities: visual only, implant only, and visual + implant. Results were compared to those obtained from artificially deafened adults using a single-channel vibrotactile device. The patterns of responses for both suprasegmental and segmental tasks were highly similar for both groups of subjects, despite differences between the characteristics of the subject samples. These results suggest that single-channel sensory devices, whether they be cochlear implants or vibrotactile aids, produce similar patterns of speech perception errors, even when differences are observed in overall performance level.     

Ten-year follow-up of a consecutive series of children with multichannel cochlear implants.

OBJECTIVES: To assess a group of children who consecutively received implants more than 10 years after implantation with regard to speech perception, speech intelligibility, receptive language level, and academic/occupational status. STUDY DESIGN: A prospective longitudinal study. SETTING: Pediatric referral center for cochlear implantation. PATIENTS: Eighty-two prelingually deafened children received the Nucleus multichannel cochlear implant. INTERVENTIONS: Cochlear implantation with Cochlear Nucleus CI22 implant. MAIN OUTCOME MEASURES: The main outcome measures were open-set Phonetically Balanced Kindergarten word test, discrimination of sentences in noise, connective discourse tracking (CDT) using voice and telephone, speech intelligibility rating (SIR), vocabulary knowledge measured using the Peabody Picture Vocabulary Test (Revised), academic performance on French language, foreign language, and mathematics, and academic/occupational status. RESULTS: After 10 years of implant experience, 79 children (96%) reported that they always wear the device; 79% (65 of 82 children) could use the telephone. The mean scores were 72% for the Phonetically Balanced Kindergarten word test, 44% for word recognition in noise, 55.3 words per minute for the CDT, and 33 words per minute for the CDT via telephone. Thirty-three children (40%) developed speech intelligible to the average listener (SIR 5), and 22 (27%) developed speech intelligible to a listener with little experience of deaf person's speech (SIR 4). The measures of vocabulary showed that most (76%) of children who received implants scored below the median value of their normally hearing peers. The age at implantation was the most important factor that may influence the postimplant outcomes. Regarding educational/vocational status, 6 subjects attend universities, 3 already have a professional activity, 14 are currently at high school level, 32 are at junior high school level, 6 additional children are enrolled in a special unit for children with disability, and 3 children are still attending elementary schools. Seventeen are in further noncompulsory education studying a range of subjects at vocational level. CONCLUSION: This long-term report shows that many profoundly hearing-impaired children using cochlear implants can develop functional levels of speech perception and production, attain age-appropriate oral language, develop competency level in a language other than their primary language, and achieve satisfactory academic performance.