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- Socher, Michaela, et al.
(author)
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Pragmatic Language Skills : A Comparison of Children With Cochlear Implants and Children Without Hearing Loss
- 2019
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In: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 10
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Journal article (peer-reviewed)abstract
- Pragmatic language ability refers to the ability to use language in a social context. It has been found to be correlated with success in general education for deaf and hard of hearing children. It is therefore of great importance to study why deaf and hard of hearing children often perform more poorly than their hearing peers on tests measuring pragmatic language ability. In the current study the Pragmatics Profile questionnaire from the CELF-IV battery was used to measure pragmatic language ability in children using cochlear implants (N = 14) and children without a hearing loss (N = 34). No significant difference was found between the children with cochlear implants (CI) and the children without hearing loss (HL) for the sum score of the pragmatics language measure. However, 35.71% of the children with CI performed below age norm, while only 5.89% of the children without HL performed below age norm. In addition, when dividing the sum score into three sub-measures: Rituals and Conversational skills (RCS), Asking for, Giving, and Responding to Information (AGRI), and Nonverbal Communication skills (NCS), significant differences between the groups were found for the NCS measure and a tendency for a difference was found for the RCS measure. In addition, all three sub-measures (NCS, AGRI, RCS) were correlated to verbal fluency in the children with CI, but not the children without HL.
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- Asker-Árnason, Lena, et al.
(author)
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Picture-elicited written narratives, process and product, in 18 children with cochlear implants
- 2010
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In: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401 .- 1538-4837. ; 31:4, s. 195-212
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Journal article (peer-reviewed)abstract
- The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.
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| 5. |
- Asker-Árnason, Lena, et al.
(author)
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Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids
- 2015
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In: Volta Review. - 0042-8639 .- 2162-5158. ; Volume 115(1):Spring/Summer 2015, s. 36-65
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Journal article (peer-reviewed)abstract
- Reading comprehension and three aspects of working memory—general, visuospatial and phonological—was assessed in 41 children with hearing loss: 23 with cochlear implants and 18 with hearing aids. Performance on these tests was compared between the two groups of children with hearing loss and also related to that of 55 children with typical hearing. All children were between 6 and 14 years of age. The children with hearing aids performed significantly more poorly on the reading comprehension test than the children with typical hearing but this difference was not significant between the children with cochlear implants and the children with typical hearing. In the group of children with cochlear implants, the results from the reading test and the results from all three working memory tests correlated significantly, whereas in the group of children with hearing aids there was no correlation between the reading test and the visual working memory test. The reading test results from the children with typical hearing correlated significantly with the results from the phonological working memory test but not with the other working memory tests. The authors concluded that the children with cochlear implants might have developed orthographic decoding earlier than the children with hearing aids due to their more profound hearing loss.
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| 6. |
- Asker-Árnason, Lena, et al.
(author)
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The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
- 2007
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In: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 5:4, s. 163-186
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Journal article (peer-reviewed)abstract
- and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.
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| 7. |
- Henricson, Cecilia, 1980-, et al.
(author)
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Cognitive skills in children with Usher syndrome typ 1 and cochlear implants
- 2012
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In: International Journal of Pediatric Otorhinolaryngology. - Clare, Ireland : Elsevier. - 0165-5876 .- 1872-8464. ; 76:10, s. 1449-1457
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Journal article (peer-reviewed)abstract
- Introduction: Usher syndrome is a genetic condition causing deaf-blindness and is one of the most common causes of syndromic deafness. Individuals with USH1 in Sweden born during the last 15 years have typically received cochlear implants (CI) as treatment for their congenital, profound hearing loss. Recent research in genetics indicates that the cause of deafness in individuals with Usher type 1 (USH1) could be beneficial for the outcome with cochlear implants (CI). This population has not previously been the focus of cognitive research.Objective: The present study aims to examine the phonological and lexical skills and working memory capacity (WMC) in children with USH1 and CI and to compare their performance with children with NH, children with hearing-impairment using hearing-aids and to children with non-USH1 deafness using CI. The participants were 7 children aged 7-16 years with USH1 and CI.Methods: The participants performed 10 sets of tasks measuring phonological and lexical skills and working memory capacity.Conclusions: The results indicate that children with USH1 and CI as a group in general have a similar level of performance on the cognitive tasks as children with hearing impairment and hearing aids. The group with USH1 and CI has a different performance profile on the tests of working memory, phonological skill and lexical skill than children with non-USH1 deafness using CI, on tasks of phonological working memory and phonological skill.
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- Lyxell, Björn, et al.
(author)
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Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
- 2011
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Conference paper (other academic/artistic)abstract
- The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.
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| 12. |
- Lyxell, Björn, et al.
(author)
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Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
- 2013
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Conference paper (other academic/artistic)abstract
- The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.
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| 15. |
- Lyxell, Björn, et al.
(author)
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Cognitive development in children with cochlear implants: Relations to reading and communication
- 2008
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In: International Journal of Audiology. - : Informa UK Limited. - 1708-8186 .- 1499-2027. ; 47:S2, s. 47-52
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Conference paper (peer-reviewed)abstract
- The purpose of the present article is to present an overview of a set of studies conducted in our own laboratory on cognitive and communicative development in children with cochlear implants (CI). The results demonstrate that children with CIs perform at significantly lower levels on the majority of the cognitive tasks. The exceptions to this trend are tasks with relatively lower demands on phonological processing. A fairly high proportion of the children can reach a level of reading comprehension that matches hearing children, despite the fact that they have relatively poor phonological skills. General working memory capacity is further correlated with the type of questions asked in a referential communication task. The results are discussed with respect to issues related to education and rehabilitation.
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| 16. |
- Lyxell, Björn, et al.
(author)
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Cognitive development, reading and prosodic skills in children with cochlear implants
- 2009
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In: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 50:5, s. 463-474
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Journal article (peer-reviewed)abstract
- This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.
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| 22. |
- Marcusson, Jan, et al.
(author)
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Proactive healthcare for frail elderly persons : study protocol for a prospective controlled primary care intervention in Sweden
- 2019
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In: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 9:5
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Journal article (peer-reviewed)abstract
- Introduction The provision of healthcare services is not dedicated to promoting maintenance of function and does not target frail older persons at high risk of the main causes of morbidity and mortality. The aim of this study is to evaluate the effects of a proactive medical and social intervention in comparison with conventional care on a group of persons aged 75 and older selected by statistical prediction.Methods and analysis In a pragmatic multicentre primary care setting (n=1600), a prediction model to find elderly (75+) persons at high risk of complex medical care or hospitalisation is used, followed by proactive medical and social care, in comparison with usual care. The study started in April 2017 with a run-in period until December 2017, followed by a 2-year continued intervention phase that will continue until the end of December 2019. The intervention includes several tools (multiprofessional team for rehabilitation, social support, medical care home visits and telephone support). Primary outcome measures are healthcare cost, number of hospital care episodes, hospital care days and mortality. Secondary outcome measures are number of outpatient visits, cost of social care and informal care, number of prescribed drugs, health-related quality of life, cost-effectiveness, sense of security, functional status and ability. We also study the care of elderly persons in a broader sense, by covering the perspectives of the patients, the professional staff and the management, and on a political level, by using semistructured interviews, qualitative methods and a questionnaire.Ethics and dissemination Approved by the regional ethical review board in Linköping (Dnr 2016/347-31). The results will be presented in scientific journals and scientific meetings during 2019–2022 and are planned to be used for the development of future care models.
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| 25. |
- Nakeva von Mentzer, Cecilia, 1968-, et al.
(author)
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Computer-assisted training of phoneme-grapheme correspondence for children who are deaf and hard of hearing : Effects on phonological processing skills
- 2013
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In: International Journal of Pediatric Otorhinolaryngology. - Amsterdam, Netherlands : Elsevier. - 0165-5876 .- 1872-8464. ; 77:12, s. 2049-2057
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Journal article (peer-reviewed)abstract
- Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme-grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills.Methods: The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence.Conclusion: For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.
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