Working Memory and Language Relate to Report of Socio-Emotional Functioning in Children with Hearing Loss.

Children with hearing loss have been found to have significantly more behavioral and emotional challenges than their typically hearing peers, though these outcomes are variable at the individual level. Working memory deficits have been found to relate to executive functioning and overall emotion regulation, leading to behavior challenges. Language development is essential for development of social relationships and communicating one's needs and this may lead to distress when children cannot communicate effectively.

Language and academic outcomes of children with cochlear implants in an inclusive setting: Evidence from 18 years of data.

Objective: This study examined outcomes in core and pragmatic language, receptive vocabulary, and academic skills in children with cochlear implants (CIs) enrolled in an inclusive educational setting.

Methods: Eighty-eight children with CIs were included in the analyses. Data was collected over an 18-year period, at six-month intervals for core language, vocabulary, and pragmatic skills and in kindergarten and second grade for academic skills.

Parent-Child Interaction Therapy as a Behavior and Spoken Language Intervention for Young Children With Hearing Loss.

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.

Psychosocial Aspects of Hearing Loss in Children.

Pediatric hearing loss changed more in the past two decades than it had in the prior 100 years with children now identified in the first weeks of life and fit early with amplification. Dramatic improvements in hearing technology allow children the opportunity to listen, speak and read on par with typically hearing peers. National laws mandate that public and private schools, workplaces, and anywhere people go must be accessible to individuals with disabilities.

Should All Deaf Children Learn Sign Language?

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.

Parental perception of speech and tongue mobility in three-year olds after neonatal frenotomy.

Objectives: The goal of this study was to evaluate parental speech outcomes and tongue mobility in children with ankyloglossia who underwent frenotomy by an otolaryngologist during the neonatal period.

Study Design: Cohort study and retrospective telephone survey.

Study Setting: University Hospital.

Achieving developmental synchrony in young children with hearing loss.

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.