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E015 Parental communication-training after early diagnosis of hearing-impairment by UNHS – The concept
Abstracts, ESPCI 2011 / International Journal of Pediatric Otorhinolaryngology 75 (2011) 61–82
Results: Children with CI were not as proficient at labelling facial emotional expressions compared to hearing children (F(1,107) = 5.12, p = 0.03). Also, hearing children performed better in predicting the feelings of protagonists in eight stories than children with CI (F(1,107) = 29.58, p < 0.01). Conclusion: Children with CI have difficulties in acquiring emotion recognition skills probably due to a delay in language acquisition. E011 Social emotions in young children with CI E. Andreou1 , C. Rieffe1 , C.H. Wiefferink3 , L. Ketelaar1 , J.H.M. Frijns2 . 1 Developmental Psychology, Leiden University, Leiden, The Netherlands; 2 Department of Otorhinolaryngology, Leiden University Medical Center, Leiden, The Netherlands; 3 Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam, The Netherlands Aim: Social emotions are important to regulate social behaviors. Guilt, shame, and pride motivate to behave appropriately within the social context. They show acknowledgement of the dominant norms and values and a willingness to submit to them. To date, the emergence of these emotions has not been examined in children with CI’s. Material and Methods: Three tasks were designed to elicit embarrassment, shame, guilt and pride. The non-verbal behaviors of 51 CI and 43 hearing children were coded and compared (aged 12–60 months). Results: Overall, CI children expressed social emotions to the same extent as their hearing peers. However, older age was found to be related to more expression of embarrassment in both groups, pride in the hearing group and guilt in the CI group. Conclusion: CI children seem to develop a good understanding of the functionality of these social emotions. E012 Improving learning ability by music in children with cochlear implants S. Abdi. Music Research Center, Tehran, Iran Aim: In this study we have reviewed the feasibility and results of teaching music for implanted children. Music is found to affect the process of learning and thinking. Music develops a positive attitude in the listeners and provides them with motivation. Material and Methods: In a longitudinal study, all the children who have been undergone cochlear implantation are potential candidates for this training program compared with CI control group. Results: All children who have entered the music training programs, have significant improvements in their daily communications as well as the desired endpoints. Conclusions: Learning ability will be improved for this group of children. Music training can be, and should be, a part of habilitation programs. We have introduced this approach 11 years ago, and know it is completely incorporated in our routine habilitation program and also in many centers in the world. E013 Attitudes of the parents of post-implanted children: implications for a cochlear implant program Ch.W.K. Low, S.Y.C. Lim. Centre for Hearing & Ear Implants, Singapore General Hospital, Singapore Aim: To generate a substantive theory regarding how parents of hearing-impaired children who had received a cochlear implant manage the Auditory-Verbal habilitation process at home during the first six months following their child’s cochlear implantation. Materials and Methods: The methodology was based on grounded theory approaches in data gathering and analysis of 8 subjects. Data were collected through in-depth interviewing, document analysis and observation of parent/child interactions at the first, third and six months after switch-on.
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Results: The theory of adjustment with a desire for normality has emerged as the central finding of the study, involving stages of enthusiasm, struggle and renewed confidence. A recurrent theme highlighted by parents relates to a lack of understanding on the part of other family members. Conclusions: These findings underscore the need for a holistic multi-disciplinary approach in a cochlear implant program. We describe how we address these issues in our own Program. E014 PC-BASED Word-Training after pediatric cochlear implantation R. Glanemann1,2 , K. Reichmuth2 , A. Fiori2 , A. am ZehnhoffDinnesen2 , C. Dobel3 . 1 Department of Psychology, University of Muenster, M¨ unster, Germany; 2 Clinic and Policlinic of Phoniatrics and Pedaudiology, University Hospital of Muenster, Muenster, Germany; 3 Institute for Biomagnetism and Biosignalanalysis, University of Muenster, Muenster, Germany Aim: Evaluation of the applicability and effectiveness of a selfadministered, highly intensive computer-assisted verb-learning program (Breitenstein & Knecht, 2002), adapted and first-time applied to children, here with CI. Material and Methods: Six prelingually deaf children with a vocabulary delay participated (5–14 years, supplied with CIs for at least 3 years). On five consecutive days, they received training with 40 everyday-verbs in 30–45 minute-sessions. Three of them started with a 5-day-delay after baseline repetition to control mere retesting effects. Results: Concerning the 40 trained verbs, the children’s receptive vocabulary increased by an average of 22%, and productive vocabulary by 132%. These effects were specific to the conducted training and remained stable four weeks later. Conclusions: The computer-assisted verb-learning program benefits children with CI from the age of 5. In this pilot-study, it has proved an efficient and economic method of supporting speech and language therapy in language-delayed children with CI. E015 Parental communication-training after early diagnosis of hearing-impairment by UNHS – The concept K. Reichmuth1 , A. Embacher1 , R. Glanemann1 , P. Matulat1 , A. am Zehnhoff-Dinnesen1 . 1 Clinic and Policlinic of Phoniatrics and Pedaudiology, University Hospital of Muenster, Muenster, Germany Aim: To develop and implement a parental group training aiming at extending communication-enhancing behaviour and reducing communication-inhibiting behaviour in parents of hearing-impaired preverbal infants. Oral speech and language development of hearing-impaired infants is best supported by intervention with early onset and high level of family involvement (Moeller, 2000). Material and Methods: The Muenster Parental Training is specific to the needs of parents of hearing-impaired infants immediately after diagnosis by UNHS. It is based on the communicationoriented Natural Auditory Oral Approach and trains parental responsiveness. The training course for 3–6 parents takes 2 months (6 group meetings, 2 individual sessions with video-feedback). Their preverbal children have a significant hearing-impairment with/without additional developmental impairments. Results: Since 2009, the Muenster Parental Training is implemented with ongoing evaluation (see abstract Glanemann et al.). Conclusions: It meets the criteria of effective intervention after UNHS and suits parents of pediatric CI candidates pre and post implantation.
Results: Children with CI were not as proficient at labelling facial emotional expressions compared to hearing children (F(1,107) = 5.12, p = 0.03). Also, hearing children performed better in predicting the feelings of protagonists in eight stories than children with CI (F(1,107) = 29.58, p < 0.01). Conclusion: Children with CI have difficulties in acquiring emotion recognition skills probably due to a delay in language acquisition. E011 Social emotions in young children with CI E. Andreou1 , C. Rieffe1 , C.H. Wiefferink3 , L. Ketelaar1 , J.H.M. Frijns2 . 1 Developmental Psychology, Leiden University, Leiden, The Netherlands; 2 Department of Otorhinolaryngology, Leiden University Medical Center, Leiden, The Netherlands; 3 Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam, The Netherlands Aim: Social emotions are important to regulate social behaviors. Guilt, shame, and pride motivate to behave appropriately within the social context. They show acknowledgement of the dominant norms and values and a willingness to submit to them. To date, the emergence of these emotions has not been examined in children with CI’s. Material and Methods: Three tasks were designed to elicit embarrassment, shame, guilt and pride. The non-verbal behaviors of 51 CI and 43 hearing children were coded and compared (aged 12–60 months). Results: Overall, CI children expressed social emotions to the same extent as their hearing peers. However, older age was found to be related to more expression of embarrassment in both groups, pride in the hearing group and guilt in the CI group. Conclusion: CI children seem to develop a good understanding of the functionality of these social emotions. E012 Improving learning ability by music in children with cochlear implants S. Abdi. Music Research Center, Tehran, Iran Aim: In this study we have reviewed the feasibility and results of teaching music for implanted children. Music is found to affect the process of learning and thinking. Music develops a positive attitude in the listeners and provides them with motivation. Material and Methods: In a longitudinal study, all the children who have been undergone cochlear implantation are potential candidates for this training program compared with CI control group. Results: All children who have entered the music training programs, have significant improvements in their daily communications as well as the desired endpoints. Conclusions: Learning ability will be improved for this group of children. Music training can be, and should be, a part of habilitation programs. We have introduced this approach 11 years ago, and know it is completely incorporated in our routine habilitation program and also in many centers in the world. E013 Attitudes of the parents of post-implanted children: implications for a cochlear implant program Ch.W.K. Low, S.Y.C. Lim. Centre for Hearing & Ear Implants, Singapore General Hospital, Singapore Aim: To generate a substantive theory regarding how parents of hearing-impaired children who had received a cochlear implant manage the Auditory-Verbal habilitation process at home during the first six months following their child’s cochlear implantation. Materials and Methods: The methodology was based on grounded theory approaches in data gathering and analysis of 8 subjects. Data were collected through in-depth interviewing, document analysis and observation of parent/child interactions at the first, third and six months after switch-on.
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Results: The theory of adjustment with a desire for normality has emerged as the central finding of the study, involving stages of enthusiasm, struggle and renewed confidence. A recurrent theme highlighted by parents relates to a lack of understanding on the part of other family members. Conclusions: These findings underscore the need for a holistic multi-disciplinary approach in a cochlear implant program. We describe how we address these issues in our own Program. E014 PC-BASED Word-Training after pediatric cochlear implantation R. Glanemann1,2 , K. Reichmuth2 , A. Fiori2 , A. am ZehnhoffDinnesen2 , C. Dobel3 . 1 Department of Psychology, University of Muenster, M¨ unster, Germany; 2 Clinic and Policlinic of Phoniatrics and Pedaudiology, University Hospital of Muenster, Muenster, Germany; 3 Institute for Biomagnetism and Biosignalanalysis, University of Muenster, Muenster, Germany Aim: Evaluation of the applicability and effectiveness of a selfadministered, highly intensive computer-assisted verb-learning program (Breitenstein & Knecht, 2002), adapted and first-time applied to children, here with CI. Material and Methods: Six prelingually deaf children with a vocabulary delay participated (5–14 years, supplied with CIs for at least 3 years). On five consecutive days, they received training with 40 everyday-verbs in 30–45 minute-sessions. Three of them started with a 5-day-delay after baseline repetition to control mere retesting effects. Results: Concerning the 40 trained verbs, the children’s receptive vocabulary increased by an average of 22%, and productive vocabulary by 132%. These effects were specific to the conducted training and remained stable four weeks later. Conclusions: The computer-assisted verb-learning program benefits children with CI from the age of 5. In this pilot-study, it has proved an efficient and economic method of supporting speech and language therapy in language-delayed children with CI. E015 Parental communication-training after early diagnosis of hearing-impairment by UNHS – The concept K. Reichmuth1 , A. Embacher1 , R. Glanemann1 , P. Matulat1 , A. am Zehnhoff-Dinnesen1 . 1 Clinic and Policlinic of Phoniatrics and Pedaudiology, University Hospital of Muenster, Muenster, Germany Aim: To develop and implement a parental group training aiming at extending communication-enhancing behaviour and reducing communication-inhibiting behaviour in parents of hearing-impaired preverbal infants. Oral speech and language development of hearing-impaired infants is best supported by intervention with early onset and high level of family involvement (Moeller, 2000). Material and Methods: The Muenster Parental Training is specific to the needs of parents of hearing-impaired infants immediately after diagnosis by UNHS. It is based on the communicationoriented Natural Auditory Oral Approach and trains parental responsiveness. The training course for 3–6 parents takes 2 months (6 group meetings, 2 individual sessions with video-feedback). Their preverbal children have a significant hearing-impairment with/without additional developmental impairments. Results: Since 2009, the Muenster Parental Training is implemented with ongoing evaluation (see abstract Glanemann et al.). Conclusions: It meets the criteria of effective intervention after UNHS and suits parents of pediatric CI candidates pre and post implantation.