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E022 Using music in habilitation for preschool children with cochlear implants
Abstracts, ESPCI 2011 / International Journal of Pediatric Otorhinolaryngology 75 (2011) 61–82
Surgeon for the fixation of 320 consecutive CI’s in a pediatric population and associated complications. Materials and Methods: Retrospective chart review Results: Patients receiving CI’s from July 1995 until July 2009 were reviewed in order to evaluate three different techniques of cochlear implant (CI) fixation. Clinical information obtained included age at implant, implant type, duration of follow up, method of implantation (intra-osseous suture ligature, prolene mesh with titanium screws, and a small periosteal pocket with periosteal sutures), and postoperative complications of fixation (migration or extrusion). Regardless of the method of fixation no cases of device migration, extrusion, wound infection or other complications related to device fixation method were found. Conclusions: This study illustrates that with an evolution toward less invasive and less complex methods of fixation there have not been an associated increase in fixation-related complications. E022 Using music in habilitation for preschool children with cochlear implants V. Driscoll1 , K. Gfeller1,2 . 1 University of Iowa Hospitals and Clinics, Iowa City, USA; 2 The University of Iowa, Iowa City, USA Aim: To provide information regarding the use of music-based therapy to enhance communication skills of preschool cochlear implant recipients in a group settings. Therapy goals include improved sound discrimination, recognition, comprehension, as well as speech production and language development. Material and Methods: In collaboration with speech-language pathologists, structured 30 minute music therapy sessions were provided twice a week for 6 weeks to a group of preschool children with cochlear implants to focus on perception and production of speech, language development, using music-based sounds and structured activities. Results: Children demonstrated improved auditory discrimination, increased speech production and vocabulary use, appropriate social rules of communication, and active engagement in musicbased activities. Judicious accommodations can aid successful involvement in music. Conclusions: Despite a less than optimal transmission of pitch and timbre through the CI, structured music sessions can enhance and contribute to the habilitation of children with cochlear implants, hearing losses and speech-language delays. E023 CICFAST – Cochlear Implant Competencies – Family and Staff Training L. Shipgood1 , E. Reed-Beadle2 . 1 Principal Speech and Language Therapist, Emmeline Centre for Hearing Implants, Cambridge, UK; 2 Educational Audiologist, Children’s Services-Sensory Support, Norfolk County Council, UK Introduction: CICFAST is a structured teaching program to ensure that all those associated with a child with an implant are confident about how the equipment works. Method: Training is a hands-on dialogue with each participant, covering assembling and trouble shooting. There are 3 levels of knowledge (Basic, Intermediate and Advanced) for each device with certificates on completion. We invite participants to annual refreshers as knowledge grows from our experience and Company updates. Results: Each child has 5 possible trainees (parent, tod, slt, classroom support and themselves). Our database records & tracks how many of these have been trained and to which level. Norfolk’s target for 2010 was for 85% coverage of TODs at Basic Level for all children with CI’s. We achieved 90%. Questionnaires confirm that CICFAST raises confidence levels. Conclusion: The CICFAST programme ensures that children with implants receive optimal technical support locally.
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E024 Demographic factors influencing educational placement of the hearing impaired child with a cochlear implant N. Yehudai1,2 , N. Tzach1,2 , T. Shpak1,2 , T. Most3 , M. Luntz1,2 . 1 Department of Otolaryngology-Head and Neck Surgery, Cochlear Implant Program, Bnai Zion Medical Center, Haifa, Israel; 2 Technion – Bruce Rappaport Faculty of Medicine, Haifa, Israel; 3 Tel-Aviv University – School of Education and Department of Communication Disorders, Tel-Aviv, Israel Aim: To analyze educational placement settings of Israeli children with cochlear implants (CIs) and evaluate the prognostic influence of the following demographic variables on mainstreaming: age at implantation, experience with CI, socioeconomic status, ethnicity, and parents’ educational level. Material and Methods: The study population comprised 245 children with a unilateral CI. Mean age at implantation was 4.5±3.9 years and mean duration of CI use was 5.4±2.8 years. Results: Regular schools were attended by 89 children (36.3%) and special education schools by 156 (63.7%). Multivariate analysis revealed that the factor with the highest positive correlation with mainstreaming was parental education level. Conclusions: Our results show that parental education significantly influences post-implantation results in term of educational placement, and can limit the chances of implanted children to achieve mainstream placement even when identified and implanted at an early age. E025 Pain in cochlear implant recipients – An uncommon, yet serious, consequence of cochlear implantation Y. Shapira, L. Migirov, J. Kronenberg. Otoloaryngology – Head and Neck Surgery Dept., Sheba Medical Center, Matan, Israel Aim: To report our experience with receiver-stimulator associated pain after cochlear implantation. Materials and Methods: A review of all patients who in the years 2009–2010 complained of pain related to their cochlear implant (CI). Results: Fourteen patients complained so far of pain related to their CI. Four of these were excluded from this study as it was found that their pain was related to other factors. The remaining 10 were implanted from 5 months to 9 years before presentation of pain. The pattern of pain in all 10 subjects was typical, and was located to specific sites surrounding the receiver-stimulator. The pain was present even with the processor off. Five patients were treated with antibiotics and 5 were treated with anti-inflammatories. The response rate to either treatment was variable. Conclusion: Pain is an uncommon, yet serious consequence of CI. Reports in the literature are scarce. E026 Musical pitch perception and production in children with cochlear implants C. Rocca1 , P. Boyle2 . 1 Mary Hare School, Newbury, UK; 2 Advanced Bionics LLC, Valencia, California, USA Aim: We aimed to investigate pitch related musical development for pre-lingually deaf children participating in a habilitation program “A Musical Journey”: structured vocal training exercises set in a natural musical context. Material and Methods: Three different aged groups each undertook a set of age appropriate exercises encompassing, pitch development, vocal training and the singing and recognition of melodic sequences. Video recordings were graded in relation to a target series of intervals and melodic sequences. Results: Mean errors as low as 10 Hz, (2.5%) in absolute pitch were recorded for imitated sequences. This translates to a categorical note classification accuracy of 83%. Errors were always less than one semitone: individual note repetition variation as low as 1.6%.
Surgeon for the fixation of 320 consecutive CI’s in a pediatric population and associated complications. Materials and Methods: Retrospective chart review Results: Patients receiving CI’s from July 1995 until July 2009 were reviewed in order to evaluate three different techniques of cochlear implant (CI) fixation. Clinical information obtained included age at implant, implant type, duration of follow up, method of implantation (intra-osseous suture ligature, prolene mesh with titanium screws, and a small periosteal pocket with periosteal sutures), and postoperative complications of fixation (migration or extrusion). Regardless of the method of fixation no cases of device migration, extrusion, wound infection or other complications related to device fixation method were found. Conclusions: This study illustrates that with an evolution toward less invasive and less complex methods of fixation there have not been an associated increase in fixation-related complications. E022 Using music in habilitation for preschool children with cochlear implants V. Driscoll1 , K. Gfeller1,2 . 1 University of Iowa Hospitals and Clinics, Iowa City, USA; 2 The University of Iowa, Iowa City, USA Aim: To provide information regarding the use of music-based therapy to enhance communication skills of preschool cochlear implant recipients in a group settings. Therapy goals include improved sound discrimination, recognition, comprehension, as well as speech production and language development. Material and Methods: In collaboration with speech-language pathologists, structured 30 minute music therapy sessions were provided twice a week for 6 weeks to a group of preschool children with cochlear implants to focus on perception and production of speech, language development, using music-based sounds and structured activities. Results: Children demonstrated improved auditory discrimination, increased speech production and vocabulary use, appropriate social rules of communication, and active engagement in musicbased activities. Judicious accommodations can aid successful involvement in music. Conclusions: Despite a less than optimal transmission of pitch and timbre through the CI, structured music sessions can enhance and contribute to the habilitation of children with cochlear implants, hearing losses and speech-language delays. E023 CICFAST – Cochlear Implant Competencies – Family and Staff Training L. Shipgood1 , E. Reed-Beadle2 . 1 Principal Speech and Language Therapist, Emmeline Centre for Hearing Implants, Cambridge, UK; 2 Educational Audiologist, Children’s Services-Sensory Support, Norfolk County Council, UK Introduction: CICFAST is a structured teaching program to ensure that all those associated with a child with an implant are confident about how the equipment works. Method: Training is a hands-on dialogue with each participant, covering assembling and trouble shooting. There are 3 levels of knowledge (Basic, Intermediate and Advanced) for each device with certificates on completion. We invite participants to annual refreshers as knowledge grows from our experience and Company updates. Results: Each child has 5 possible trainees (parent, tod, slt, classroom support and themselves). Our database records & tracks how many of these have been trained and to which level. Norfolk’s target for 2010 was for 85% coverage of TODs at Basic Level for all children with CI’s. We achieved 90%. Questionnaires confirm that CICFAST raises confidence levels. Conclusion: The CICFAST programme ensures that children with implants receive optimal technical support locally.
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E024 Demographic factors influencing educational placement of the hearing impaired child with a cochlear implant N. Yehudai1,2 , N. Tzach1,2 , T. Shpak1,2 , T. Most3 , M. Luntz1,2 . 1 Department of Otolaryngology-Head and Neck Surgery, Cochlear Implant Program, Bnai Zion Medical Center, Haifa, Israel; 2 Technion – Bruce Rappaport Faculty of Medicine, Haifa, Israel; 3 Tel-Aviv University – School of Education and Department of Communication Disorders, Tel-Aviv, Israel Aim: To analyze educational placement settings of Israeli children with cochlear implants (CIs) and evaluate the prognostic influence of the following demographic variables on mainstreaming: age at implantation, experience with CI, socioeconomic status, ethnicity, and parents’ educational level. Material and Methods: The study population comprised 245 children with a unilateral CI. Mean age at implantation was 4.5±3.9 years and mean duration of CI use was 5.4±2.8 years. Results: Regular schools were attended by 89 children (36.3%) and special education schools by 156 (63.7%). Multivariate analysis revealed that the factor with the highest positive correlation with mainstreaming was parental education level. Conclusions: Our results show that parental education significantly influences post-implantation results in term of educational placement, and can limit the chances of implanted children to achieve mainstream placement even when identified and implanted at an early age. E025 Pain in cochlear implant recipients – An uncommon, yet serious, consequence of cochlear implantation Y. Shapira, L. Migirov, J. Kronenberg. Otoloaryngology – Head and Neck Surgery Dept., Sheba Medical Center, Matan, Israel Aim: To report our experience with receiver-stimulator associated pain after cochlear implantation. Materials and Methods: A review of all patients who in the years 2009–2010 complained of pain related to their cochlear implant (CI). Results: Fourteen patients complained so far of pain related to their CI. Four of these were excluded from this study as it was found that their pain was related to other factors. The remaining 10 were implanted from 5 months to 9 years before presentation of pain. The pattern of pain in all 10 subjects was typical, and was located to specific sites surrounding the receiver-stimulator. The pain was present even with the processor off. Five patients were treated with antibiotics and 5 were treated with anti-inflammatories. The response rate to either treatment was variable. Conclusion: Pain is an uncommon, yet serious consequence of CI. Reports in the literature are scarce. E026 Musical pitch perception and production in children with cochlear implants C. Rocca1 , P. Boyle2 . 1 Mary Hare School, Newbury, UK; 2 Advanced Bionics LLC, Valencia, California, USA Aim: We aimed to investigate pitch related musical development for pre-lingually deaf children participating in a habilitation program “A Musical Journey”: structured vocal training exercises set in a natural musical context. Material and Methods: Three different aged groups each undertook a set of age appropriate exercises encompassing, pitch development, vocal training and the singing and recognition of melodic sequences. Video recordings were graded in relation to a target series of intervals and melodic sequences. Results: Mean errors as low as 10 Hz, (2.5%) in absolute pitch were recorded for imitated sequences. This translates to a categorical note classification accuracy of 83%. Errors were always less than one semitone: individual note repetition variation as low as 1.6%.