36 results match your criteria: "Callier Advanced Hearing Research Center[Affiliation]"

This article summarizes the available evidence on pediatric cochlear implantation to provide current guidelines for clinical protocols and candidacy recommendations in the United States. Candidacy determination involves specification of audiologic and medical criteria per guidelines of the Food and Drug Administration. However, recommendations for a cochlear implant evaluation also should maintain flexibility and consider a child's skill progression (i.

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Quantitative and Qualitative Perspectives of Siblings of Children With Cochlear Implants.

J Speech Lang Hear Res

July 2021

Department of Psychology, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson.

Purpose The sibling relationship teaches children to navigate social interactions with their peers. However, the presence of an exceptionality, such as hearing loss, in one child can affect the dynamic of this relationship. This article examines quantitative and qualitative effects of having a brother or sister with a cochlear implant (CI) on siblings with typical hearing (TH) to determine how children with TH perceive their sibling with a CI and how having a CI user in the family affects the sibling's activities, emotions, and parental attention.

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Assessing consonant production in children with cochlear implants.

J Commun Disord

November 2019

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, Dallas, TX, United States.

Objective: The objective of this study was to investigate the development of consonant inventory and accuracy in pediatric cochlear implant (CI) recipients and compare their performance to typical hearing (TH) children.

Methods: One hundred and twenty nine children with CIs, implanted between 6-38 months of age, and 30 age-matched children with TH participated in this study. Spontaneous speech samples were collected at 3.

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Unlabelled: Adolescents with severe to profound hearing loss who wear cochlear implants (CIs) experience significantly more peer problems compared to peers with typical hearing (TH). Differences in peer social dynamics may relate to perception not only of message content, but also message intent based on a speaker's emotion from visual (e.g.

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Inconsistent device use in pediatric cochlear implant users: Prevalence and risk factors.

Cochlear Implants Int

May 2018

a Department of Communication Sciences and Disorders, Callier Advanced Hearing Research Center , The University of Texas at Dallas, 1966 Inwood Road, Dallas , TX 75235 , USA.

Objectives: Cochlear implants (CIs) afford an opportunity for children with a significant hearing loss to access spoken language through auditory input, but challenges post-implantation could impede success. Inconsistent device use occurs when a child wears their device less than full-time (<8 hours per day). Previous studies may underestimate the prevalence of inconsistent device use in pediatric CI users due to methodological issues (subjective parent report vs.

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Objectives: The goal of this study is to investigate whether prior exposure to reverberant listening environment improves speech intelligibility of adult cochlear implant (CI) users.

Methods: Six adult CI users participated in this study. Speech intelligibility was measured in five different simulated reverberant listening environments with two different speech corpuses.

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Age and gender differences in children and adolescents' attitudes toward noise.

Int J Audiol

September 2016

a Department of Communication Sciences and Disorders , The University of Texas at Dallas, Callier Advanced Hearing Research Center, Dallas USA.

Objective: Most school-aged children experience exposure to hazardous sound levels via high-risk noise activities (e.g. loud music/concerts, firearms).

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Vowel discrimination by hearing infants as a function of number of spectral channels.

J Acoust Soc Am

May 2014

Departments of Clinical Sciences and Psychiatry, The University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, Texas 75390.

Reduced spectral resolution negatively impacts speech perception, particularly perception of vowels and consonant place. This study assessed impact of number of spectral channels on vowel discrimination by 6-month-old infants with normal hearing by comparing three listening conditions: Unprocessed speech, 32 channels, and 16 channels. Auditory stimuli (/ti/ and /ta/) were spectrally reduced using a noiseband vocoder and presented to infants with normal hearing via visual habituation.

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Objectives: This study assessed self-reported quality of life of children with a cochlear implant (CI), comparing results with two published reports from the past decade.

Methods: Participants included 33 pediatric CI recipients with a mean age of 10.12 years (SD = 3.

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Epilogue: factors contributing to long-term outcomes of cochlear implantation in early childhood.

Ear Hear

February 2011

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, The University of Texas at Dallas, Dallas, Texas 75235, USA.

Objectives: This report focuses on how speech perception, speech production, language, and literacy performance in adolescence are influenced by a common set of predictor variables obtained during elementary school in a large group of teenagers using cochlear implants (CIs).

Design: Time-lag analyses incorporating seven common predictor variables associated with the elementary school test period were evaluated. The elementary school-age variables included five contributors across the performance domains: gender, performance intelligence quotient, family size, socioeconomic status, and duration of deafness (operationally defined as the time period between the age of implantation and the onset of deafness).

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Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience.

Ear Hear

February 2011

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, Dallas, Texas 75235, USA.

Objectives: The purpose of this study is to identify factors predictive of successful English language outcomes in adolescents who received a cochlear implant (CI) between 2 and 5 yrs of age.

Design: All 112 participants had been part of a previous study examining English language outcomes at the age of 8 and 9 yrs with CIs. The participants were given a battery of language and verbal reasoning tests in their preferred communication mode along with measures of working memory (digit span) and verbal rehearsal speed (sentence repetition duration).

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Factors influencing speech production in elementary and high school-aged cochlear implant users.

Ear Hear

February 2011

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, The University of Texas at Dallas, Dallas, Texas 75235, USA.

Article Synopsis
  • The study aimed to assess speech intelligibility changes in 110 adolescents with cochlear implants, comparing their performance from elementary school to high school while also investigating factors that affect their speech.
  • Significant improvements were observed, with speech intelligibility and consonant accuracy increasing by about 22% over the years, although it worsened by 20% in noisy environments.
  • Factors like duration of deafness, IQ, gender, family background, and earlier performance measures explained a large part (65.8%) of the variability in speech intelligibility at both time points, suggesting that these could be crucial in understanding speech outcomes.
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Long-term outcomes of cochlear implantation in early childhood: sample characteristics and data collection methods.

Ear Hear

February 2011

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, Dallas, TX 75235, USA.

Objectives: This article describes participants in a follow-up study of a nationwide sample of children who had used a cochlear implant (CI) since preschool. The children were originally tested when they were in early elementary grades, and results were published in a monograph supplement of Ear and Hearing. Recently, many of these children returned for follow-up testing when they were in high school with >10 yrs experience with a CI.

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Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.

Ear Hear

February 2011

Dallas Cochlear Implant Program, Callier Advanced Hearing Research Center, University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA.

Objectives: This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school.

Design: A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.

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Objective: Examination of health-related quality of life (HRQoL) in children and adolescents who wear a cochlear implant (CI) primarily has depended on parent proxy report of the child's HRQoL rather than child self-report and generic domains rather than CI-specific issues. This study simultaneously assessed self-report ratings on a generic HRQoL instrument and a preliminary CI module in pediatric CI users. The impact of demographic factors (chronologic age, age at CI, and CI experience) on HRQoL also was explored.

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Parent versus child assessment of quality of life in children using cochlear implants.

Int J Pediatr Otorhinolaryngol

October 2009

The University of Texas at Dallas, Callier Advanced Hearing Research Center, 1966 Inwood Road, Dallas, TX 75235, USA.

Objective: Children with hearing loss who use cochlear implants have lower quality of life (QoL) in social situations and lower self-esteem than hearing peers. The child's QoL has been assessed primarily by asking the parent rather than asking the child. This poses a problem because parents have difficulty judging less observable aspects like self-esteem and socio-emotional functioning, the domains most affected by hearing loss.

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The objective of this study was to document the development of speech, language, and reading skills between primary and secondary school ages in children who received cochlear implants during preschool years. Subjects were a sample of 85 North American adolescents recruited from a larger sample of 181 participants from a previous investigation. Students were first tested in early elementary school (ages eight to nine years) and were re-evaluated in high school (ages 15-18 years) for this study.

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The representation of voice onset time in the cortical auditory evoked potentials of young children.

Clin Neurophysiol

December 2008

Callier Advanced Hearing Research Center, Department of Brain and Behavioral Sciences, University of Texas at Dallas, TX, USA.

Objective: The aim of this study was to determine whether, in young children, a cortical neurophysiologic representation of the voicing status of a stop consonant could be found in the absence of the N1 component in the cortical auditory evoked potential (CAEP). In adults, a 'double-on' N1 response is often considered a cortical marker of VOT representation.

Methods: Scalp-recorded CAEPs were measured from six electrode sites in 10 children aged 4-8 years in response to a /da/-/ta/ continuum in which voice onset times (VOTs) varied from 0 to 60ms.

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Objectives: The purpose of this study was to explore the utility/possibility of using the Montreal Battery for Evaluation of Amusia (MBEA) test (Peretz, et al., Ann N Y Acad Sci, 999, 58-75) to assess the music perception abilities of cochlear implant (CI) users.

Design: The MBEA was used to measure six different aspects of music perception (Scale, Contour, Interval, Rhythm, Meter, and Melody Memory) by CI users and normal-hearing (NH) listeners presented with stimuli processed via CI simulations.

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Estimating the Influence of Cochlear Implantation on Language Development in Children.

Audiol Med

January 2007

Dallas Cochlear Implant Program, Department of Otolaryngology - Head and Neck Surgery, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX and Callier Advanced Hearing Research Center, University of Texas at Dallas, 1966 Inwood Rd., Dallas, TX 75235.

Research studies reviewed here have identified a wide variety of factors that may influence a child's auditory, speech and language development following cochlear implantation. Intrinsic characteristics of the implanted child, including gender, family socio-economic status, age at onset of hearing loss and pre-implant residual hearing may predispose a child to greater or lesser post-implant benefit. Intervention characteristics that may influence outcome include age of the child when deafness is identified and amplification and habilitation is initiated, the communication mode used with the child and the type of classroom/therapy employed.

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Factors influencing spoken language outcomes in children following early cochlear implantation.

Adv Otorhinolaryngol

October 2006

Department of Otorhinolaryngology, Head and Neck Surgery, University of Texas Southwestern Medical Center, and The Callier Advanced Hearing Research Center, University of Texas at Dallas School of Behavioral and Brain Sciences, Dallas, Tex., USA.

Development of spoken language is an objective of virtually all English-based educational programs for children who are deaf or hard of hearing. The primary goal of pediatric cochlear implantation is to provide critical speech information to the child's auditory system and brain to maximize the chances of developing spoken language. Cochlear implants have the potential to accomplish for profoundly deaf children what the electronic hearing aid made possible for hard of hearing children more than 50 years ago.

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Abnormalities in central auditory maturation in children with language-based learning problems.

Clin Neurophysiol

September 2006

The University of Texas at Dallas, School of Behavioral and Brain Sciences, Callier Advanced Hearing Research Center, 1966 Inwood Rd., Dallas, TX 75206, USA.

Objective: To examine maturation of the central auditory pathways in children with language-based learning problems (LP).

Methods: Cortical auditory evoked potentials (CAEPs) recorded from 26 children with LP were compared to CAEPs recorded from 38 typical children. CAEP responses were recorded in response to a speech sound, /uh/, which was presented in a stimulus train with decreasing inter-stimulus intervals (ISIs) of 2000, 1000, 560, and 360 ms.

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