Evaluación De La Eficacia Del Implante Coclear En Función De La Edad De Implantación

  1. Pérez, D 1
  2. Villar, L. M 2
  3. Alegre, O. M 1
  4. Rodríguez, M. C 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
European Scientific Journal, ESJ

ISSN: 1857-7881,  1857-7431

Año de publicación: 2016

Volumen: 12

Número: 26

Páginas: 42-51

Tipo: Artículo

DOI: 10.19044/ESJ.2016.V12N26P42 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: European Scientific Journal, ESJ

Objetivos de desarrollo sostenible

Resumen

Introduction and objective: Childhood hearing loss affects cognitive, emotional and language development of children causing difficulties in communication. Therefore, many organizations stress the importance of early detection of hearing loss and early cochlear implantation. The purpose was to verify the effect of cochlear implants performed in children from Tenerife (sorted by chronological age, age at cochlear implantation and time of use of cochlear implant) in lexical comprehension and communication skills. Method: A psycholinguistic profile of all children implanted in the province of Santa Cruz de Tenerife during the years 2007-2012 using two standardized tests were developed: The Illinois Test of Psycholinguistic Abilities (ITPA) and the Picture Vocabulary Test (Peabody). Results: Most of the children studied were implanted at a late age (over 3-yearolds). This situation carries some functional use of the implant but causes an indiscernible development of oral communicative functions of children. Specifically, 20% of the sample (28 children) was implanted with less than 2- year-olds; another 28% of children was implemented between the ages of 2 and 3 years old; finally, 58% of children was implemented with more than 3- year-olds. The latter age of implantation may affect the standard language development. Conclusions: This study has become evident that early implantation has a positive effect on language development of deaf children.

Referencias bibliográficas

  • Aguilera, S.; Gutiérrez, I.; Chamlati, L.; Alatorre, E. y Durand, A. (2015). Emisiones otoacústicas como analizador de la función coclear en niños con problemas de lenguaje. Acta Otorrinolaringológica, 66, 87-91.
  • Borkoski, S., Falcón, J. Bueno, J. Pérez, J., López, Z. y Ramos, A. (2013). Resultados de un programa de detección precoz de la hipoacusia neonatal (2013). Acta Otorrinolaringolologica, 64 (92-6).
  • Cramér, E. (2013). Sequential Bimodal Bilingual Acquisition: Mediation Using a Cochlear Implant as a Tool. Deafness & Education International, 15, 201-21.
  • De Kegel, A.; Maes, L.; Van Waelvelde, H. & Dhooge, I. (2014). Examining the Impact of Cochlear Implantation on the Early Gross Motor Development of Children With a Hearing Loss. Ear & Hearing. doi: 10.1097/AUD.0000000000000133.
  • Dillon, C.M., De Jong, K. & Pisoni, D.B. (2012). Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants. Journal of Deaf Studies and Deaf Education, 17, 205-26.
  • Dunn. L.; Padilla, E.; Lugo, D. & Dunn, L. (1986). Test de vocabulario en imagines. (Peabody). Madrid: TEA.
  • Geers, A.E.; Strube, M.J.; Tobey, E.A,; Pisoni, D.B. & Moog, J.S. (2010). Epilogue: Factors Contributing to Long-Term Outcomes of Cochlear Implantation in Early Childhood. Ear & Hearing, 32, 84S–92S.
  • Falcón, J.C.; Borkoski, S.; Limiñana, J.M. y Ramos, A. (2014). Reconocimiento auditivo musical y melódico en pacientes con implante coclear, mediante nuevo método de programación de asignación frecuencial. Acta Otorrinolaringologica, 65, 289-96.
  • Hayes, H.; Geers, A.E.; Treiman, R. & Moog, J.S. (2009). Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting. Ear & Hearing, 30, 128–35.
  • Holman, M.A.; Carlson, M.L.; Driscoll, C.L.; Grim, K.J.; Petersson, R.S. & Sladen D.P. (2013). Flick RP Cochlear implantation in children 12 months of age and younger. Otology & Neurotology, 34, 251-258.
  • Kira, S.A; McCarthy, J.J. & Kira, W.D. (1996). Test Illinois de Aptitudes Psicolingüísticas (ITPA). Madrid: TEA.
  • Luckner, J.L. & Ayantoye, C. (2013). Itinerant Teachers of Students Who Are Deaf or Hard of Hearing: Practices and Preparation. Journal of Deaf Studies and Deaf Education, 18, 409-23.
  • Lund, E. & Schuele, C.M. (2014). Effects of a Word-Learning Training on Children With Cochlear Implants. Journal of Deaf Studies and Deaf Education, 19, 68-84.
  • Nicholas, J.G. & Geers, A.E. (2013). Spoken Language Benefits of Extending Cochlear Implant Candidacy Below 12 Months of Age. Otology & Neurotology, 34, 532-538.
  • Rodríguez, V.; Cavallé, L.; De Paula, C. y Morera, C. (2010). Tratamiento de la mastoiditis aguda en niños con implante coclear. Acta Otorrinolaringológica, 61,180–3.
  • Sarant, J.Z.; Holt, C.M.; Dowell, R.C. &Rickards, F.W. (2008). Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. Journal of Deaf Studies and Deaf Education, 14, 205- 17.
  • Stevenson, J.; McCann, D.; Watkin, P.; Worsfold, S. & Kennedy, C. (2010). On behalf of the Hearing Outcomes Study Team. The relationship between language development and behaviour problems in children with hearing loss. Journal of Child Psychology and Psychiatry, 51, 77–83