Children With Developmental Language Disorder Have Lower Quality of Life Than Children With Typical Development and Children With Cochlear Implants.

Purpose: The purpose of this study was to examine quality of life (QOL) and its relation to language skills in children with developmental language disorder (DLD). This was examined by comparing QOL to a control group of children with typical development (TD), as well as children with cochlear implants (CIs), who potentially struggle with language for language, although for a different reason than children with DLD.

Method: Two groups of children, a group with TD ( = 29) and a group of children with CIs ( = 29), were matched to the DLD group ( = 29) on chronological age, gender, nonverbal IQ, and parental educational level through a propensity matching procedure.

Consonant and vowel confusions in well-performing adult cochlear implant users, measured with a nonsense syllable repetition test.

Objective: The study's objective was to identify consonant and vowel confusions in cochlear implant (CI) users, using a nonsense syllable repetition test.

Design: In this cross-sectional study, participants repeated recorded mono- and bisyllabic nonsense words and real-word monosyllables in an open-set design.

Study Sample: Twenty-eight Norwegian-speaking, well-performing adult CI users (13 unilateral and 15 bilateral), using implants from Cochlear, Med-El and Advanced Bionics, and a reference group of 20 listeners with normal hearing participated.

Receptive Vocabulary of Children With Bilateral Cochlear Implants From 3 to 16 Years of Age.

Objectives: The vocabulary of children with cochlear implants is often smaller than that of their peers with typical hearing, but there is uncertainty regarding the extent of the differences and potential risks and protective factors. Some studies indicate that their receptive vocabulary develops well at first, but that they fail to keep up with their typical hearing peers, causing many CI users to enter school with a receptive vocabulary that is not age-appropriate. To better understand the receptive vocabulary abilities of children with cochlear implants this study explored age-related differences to matched children with typical hearing and associations between vocabulary skills and child-level characteristics.

Social communication and quality of life in children using hearing aids.

Objectives: This study compared the parent-reported structural language and social communication skills-measured with the Children's Communication Checklist-2 (CCC-2)-and health-related quality of life (HR-QOL)-measured with the Pediatric Quality of Life Inventory (PedsQL)-of children who use hearing aids (HAs) and their typical-hearing (TH) peers.

Design: The participants were 88 children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 children with bilateral moderate to severe hearing loss using HAs who had no additional disabilities and 43 children with typical hearing. The groups were matched based on chronological age, gender, nonverbal IQ, and parental education level.

Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants.

Objectives: This longitudinal study followed the language development of children who received the combination of early (5 to 18 months) and simultaneous bilateral cochlear implants (CIs) throughout the first 6 years after implantation. It examined the trajectories of their language development and identified factors associated with language outcomes.

Design: Participants were 21 Norwegian children who received bilateral CIs between the ages of 5 and 18 mo and 21 children with normal hearing (NH) who were matched to the children with CIs on age, sex, and maternal education.

Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense Syllable Repetition Test.

Although the majority of early implanted, profoundly deaf children with cochlear implants (CIs), will develop correct pronunciation if they receive adequate oral language stimulation, many of them have difficulties with perceiving minute details of speech. The main aim of this study is to measure the confusion of consonants and vowels in well-performing children and adolescents with CIs. The study also aims to investigate how age at onset of severe to profound deafness influences perception.

Health-Related Quality of Life With Cochlear Implants: The Children's Perspective.

Objectives: The objective of this study was to assess self-reported health-related quality of life (HR-QOL) in a group of children with cochlear implants (CIs) and to compare their scores to age- and gender-matched controls. The authors also assessed the agreement between proxy- and self-reported HR-QOL in the CI group and examined individual and environmental variables that could be associated with higher or lower self-reported HR-QOL in the CI group.

Design: The sample consisted of 168 children between the ages of 5;6 and 13;1 (years;months), where 84 children had CIs (CI group) and 84 were age- and gender-matched controls with normal hearing (NH group).

Parents' Perception of Health-Related Quality of Life in Children With Cochlear Implants: The Impact of Language Skills and Hearing.

Purpose: The study compared how parents of children with cochlear implants (CIs) and parents of children with normal hearing perceive their children's health-related quality of life (HR-QOL).

Method: The sample consisted of 186 Norwegian-speaking children in the age span of 5;0-12;11 (years;months): 106 children with CIs (53% boys, 47% girls) and 80 children with normal hearing (44% boys, 56% girls). No children had known additional disabilities affecting language, cognitive development, or HR-QOL.

Consonant and Vowel Identification in Cochlear Implant Users Measured by Nonsense Words: A Systematic Review and Meta-Analysis.

Purpose: The purpose of this systematic review and meta-analysis was to establish a baseline of the vowel and consonant identification scores in prelingually and postlingually deaf users of multichannel cochlear implants (CIs) tested with consonant-vowel-consonant and vowel-consonant-vowel nonsense syllables.

Method: Six electronic databases were searched for peer-reviewed articles reporting consonant and vowel identification scores in CI users measured by nonsense words. Relevant studies were independently assessed and screened by 2 reviewers.

Does a lack of auditory experience affect sequential learning?

To understand the interaction between sensory experiences and cognition, it is critical to investigate the possibility that deprivation in one sensory modality might affect cognition in other modalities. Here we are concerned with the hypothesis that early experience with sound is vital to the development of domain-general sequential processing skills. In line with this hypothesis, a seminal empirical study found that prelingually deaf children had impaired sequence learning in the visual modality.

Sound localising ability in children with bilateral sequential cochlear implants.

Objectives: To evaluate the sound localisation ability in children with sequential bilateral cochlear implants and the potential influence of age at the time of the first implantation, years of experience with the first implanted ear and the inter-implant interval (time between the first and the second cochlear implantation).

Methods: Sixty-three prelingually deaf children (mean age, 11.03; range, 6.

Anxiety and depression in tinnitus patients: 5-year follow-up assessment after completion of habituation therapy.

Treatment programs based on a neurophysiological model have shown a positive effect on anxiety and depression in tinnitus patients. The aim of this paper was to assess the long-term effect of tinnitus habituation therapy. Sixty-eight individuals were treated with a comprehensive therapy program.

Comparison of bilateral and unilateral cochlear implants in children with sequential surgery.

Objective: The objective of this study was to evaluate the effect of bilateral versus unilateral cochlear implants and the importance of the inter-implant interval.

Methods: Seventy-three prelingually deaf children received sequential bilateral cochlear implants. Speech recognition in quiet with the first, second and with both implants simultaneously was evaluated at the time of the second implantation and after 12 and 24 months.

Unilateral deafness in adults: effects on communication and social interaction.

Objectives: The aim of this study was to explore the self-reported consequences of profound unilateral deafness regarding communication and social interaction and to compare subjects' speech perception scores to those of normal-hearing individuals who were rendered temporarily unilaterally deaf.

Methods: Cross-sectional data from 30 individuals with unilateral deafness and 30 individuals with normal hearing (age, 14 to 75 years) were obtained through structured interviews and tests of audiovisual, auditory-only, and visual-only speech perception.

Results: In individuals with permanent unilateral deafness, 93% reported that hearing loss affected communication.

Language development in children after receiving bilateral cochlear implants between 5 and 18 months.

Objective: The objective of this study was to examine receptive and expressive language development in children who received simultaneous bilateral cochlear implants (CIs) between 5 and 18 months of age and to compare the results with language development in chronologically age-matched children with normal hearing.

Methods: The study used a prospective, longitudinal matched-group design. Data were collected in a clinical setting at postoperative cochlear implant check-ups after 3, 6, 9, 12, 18, 24, 36, and 48 months of implant use.

Children with a cochlear implant: characteristics and determinants of speech recognition, speech-recognition growth rate, and speech production.

The objectives of the study were to describe the characteristics of the first 79 prelingually deaf cochlear implant users in Norway and to investigate to what degree the variation in speech recognition, speech- recognition growth rate, and speech production could be explained by the characteristics of the child, the cochlear implant, the family, and the educational setting. Data gathered longitudinally were analysed using descriptive statistics, multiple regression, and growth-curve analysis. The results show that more than 50% of the variation could be explained by these characteristics.