Objectives: To assess longitudinal outcomes in a large and varied population of children receiving bilateral cochlear implants both simultaneously and sequentially.
Methods: This observational non-randomized service evaluation collected localization and speech recognition in noise data from simultaneously and sequentially implanted children at four time points: before bilateral cochlear implants or before the sequential implant, 1 year, 2 years, and 3 years after bilateral implants. No inclusion criteria were applied, so children with additional difficulties, cochleovestibular anomalies, varying educational placements, 23 different home languages, a full range of outcomes and varying device use were included.
Results: 1001 children were included: 465 implanted simultaneously and 536 sequentially, representing just over 50% of children receiving bilateral implants in the UK in this period. In simultaneously implanted children the median age at implant was 2.1 years; 7% were implanted at less than 1 year of age. In sequentially implanted children the interval between implants ranged from 0.1 to 14.5 years. Children with simultaneous bilateral implants localized better than those with one implant. On average children receiving a second (sequential) cochlear implant showed improvement in localization and listening in background noise after 1 year of bilateral listening. The interval between sequential implants had no effect on localization improvement although a smaller interval gave more improvement in speech recognition in noise. Children with sequential implants on average were able to use their second device to obtain spatial release from masking after 2 years of bilateral listening. Although ranges were large, bilateral cochlear implants on average offered an improvement in localization and speech perception in noise over unilateral implants.
Conclusion: These data represent the diverse population of children with bilateral cochlear implants in the UK from 2010 to 2012. Predictions of outcomes for individual patients are not possible from these data. However, there are no indications to preclude children with long inter-implant interval having the chance of a second cochlear implant.
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http://dx.doi.org/10.1080/14670100.2016.1265055 | DOI Listing |
Neuroimage
January 2025
Integrated Program in Neuroscience, McGill University, Montreal, Quebec, Canada; Department of Physiology, McGill University, Montreal, Quebec, Canada. Electronic address:
In response to sensory deprivation, the brain adapts to efficiently navigate a modified perceptual environment through a process referred to as compensatory crossmodal plasticity, allowing the remaining senses to repurpose deprived regions and networks. A mechanism that has been proposed to contribute to this plasticity involves adaptations within subcortical nuclei that trigger cascading effects throughout the brain. The current study uses 7T MRI to investigate the effect of perinatal deafness on the volumes of subcortical structures in felines, focusing on key sensory nuclei within the brainstem and thalamus.
View Article and Find Full Text PDFGenes (Basel)
January 2025
Department of Hearing Implant Sciences, Shinshu University School of Medicine, Matsumoto 390-8621, Japan.
Background/objectives: A heterozygous mutation in the gene is responsible for autosomal dominant non-syndromic hearing loss (DFNA6/14/38) and Wolfram-like syndrome, which is characterized by bilateral sensorineural hearing loss with optic atrophy and/or diabetes mellitus. However, detailed clinical features for the patients with the heterozygous p.A684V variant remain unknown.
View Article and Find Full Text PDFJ Speech Lang Hear Res
January 2025
Research Unit of Logopedics and the Child Language Research Center, University of Oulu, Finland.
Purpose: Children develop social-pragmatic understanding with the help of sensory, cognitive, and linguistic functions by interacting with other people. This study aimed to explore (a) associations between auditory, demographic, cognitive, and linguistic factors and social-pragmatic understanding in children who use bilateral hearing aids (BiHAs) or bilateral cochlear implants (BiCIs) and in typically hearing (TH) children and (b) the effect of the group (BiHA, BiCI, TH) on social-pragmatic understanding when the effects of demographic, cognitive, and linguistic factors are controlled for.
Method: The Pragma test was used to assess social-pragmatic understanding in 119 six-year-old children: 25 children who use BiHAs, 29 who use BiCIs, and 65 TH children.
Audiol Res
January 2025
Otolaryngology Unit, Department of Traslational Medicine and Neuroscience-DiBrain, University of Bari, 70124 Bari, Italy.
Aim: The aim of this study was to assess the subjective experiences of adults with different cochlear implant (CI) configurations-unilateral cochlear implant (UCI), bilateral cochlear implant (BCI), and bimodal stimulation (BM)-focusing on their perception of speech in quiet and noisy environments, music, environmental sounds, people's voices and tinnitus.
Methods: A cross-sectional survey of 130 adults who had undergone UCI, BCI, or BM was conducted. Participants completed a six-item online questionnaire, assessing difficulty levels and psychological impact across auditory domains, with responses measured on a 10-point scale.
Audiol Res
December 2024
Department of Audiology and Speech Language Pathology, Kasturba Medical College Mangalore, Manipal Academy of Higher Education, Manipal 576104, Karnataka, India.
Hearing loss in children can have a detrimental impact on their development, thus lowering the psychological well-being of parents. This study examined the amount of parental stress, learned helplessness, and perceived social support in mothers of children with hearing loss (MCHL) and mothers of typically developing children (MTDC), as well as the relationship between various possible contributing factors to parental stress such as learned helplessness and perceived social support. Three questionnaires measured parental stress (Parental Stress Scale; PSS), learned helplessness (Learned Helplessness Scale; LHS), and perceived social support (Perceived Social Support-Friends PSS-Fr and Perceived Social Support-Family PSS-Fa Scale) in 100 MCHL and 90 MTDC.
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