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E084 Reading comprehension of Deaf children in Belgium and The Netherlands
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Abstracts, ESPCI 2011 / International Journal of Pediatric Otorhinolaryngology 75 (2011) 61–82
E082 Comparative study on developmental milestones, adaptive behaviour and educational performance between a group of Spanish deaf children who use a cochlear implant (CI) and hearing peers 1 M.S. Jimenez ´ , M.J. Pino1 , J. Herruzo1 . 1 Universidad de C´ ordoba, Departamento de Psicolog´ıa, Facultad de Ciencias de la Educaci´ on. C/S. Alberto Magno s/n, 14071 C´ ordoba, Spain
Aim: To compare the adaptive behavior, the developmental milestones and the learning outcomes in deaf Spanish children with CI, compared to hearing children. Material and Methods: 104 deaf children coupled to 104 hearing children according to: gender, age, socioeconomic status, residence, school and educational level. Descriptive case control cross study of. Data collected through Inventory for Client and Agency Planning (ICAP) and designed instrument. Results: Regarding adaptive behavior, social and communication skills; and those required for community living, lower results in deaf children. Looking at motor skills and those skills which necessary for personal life, no significant differences found. In the appearance of the first word and the first sentence; and the ages of sitting, standing and walking, group 1 (deaf CI) shows lower. The education gap is more common in group 1. Conclusions: Benefits in children with pre-lingual deafness. Do those benefits put them at levels of hearing children? E083 Academic performances of children with cochlear implants C. Celli1,2 , S. La Malfa1,2 , S. Zambelli1,2 , M. Barezzani1 , N. Nassif2 , D. Zanetti2 . 1 Paediatric Audiology, 2 ENT Department, University of Brescia, Spedali Civili di Brescia, Italy Aim: To investigate the scholastic achievements of pediatric CI recipients, compared with their hearing peers and with those wearing hearing aids (HA). Materials and Methods: Ten profoundly deaf children aged 8–10 years using CIs were compared with 10 peers with severe hearing loss habilitated with HA. All were tested and observed for at least 4 years, in the clinic and in their educational setting. The achievements in the topics involving verbal communication were evaluated through the scholastic cards. The teachers’ judgments were collected with a semi-structured interview. The receptive vocabulary was assessed by means of the Peabody Picture Vocabulary Test-Revised. All results were contrasted with those of normal hearing peers. Results: Lexical competence and overall academic performances of CI children equal or even surpass those of their hearing peers. Conclusions: Children wearing HAs, despite lesser degrees of hearing losses, lag behind on many items. E084 Reading comprehension of Deaf children in Belgium and The Netherlands A.M. Vermeulen1 , L. De Raeve2,3 , A. van der Kant1 , R. Schreuder4 . 1 CI Nijmegen, Hearing & Implants, University Medical Centre St Radboud, Nijmegen, The Netherlands; 2 Royal Institute for the Deaf (KIDS), Hasselt, Belgium; 3 Independent Information Centre on Cochlear Implants (ONICI), Zonhoven, Belgium; 4 Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition (DCC), Radboud University Nijmegen, Nijmegen Aim: In order to examine the effect of early implantation and spoken-language input, reading abilities of Flemish and Dutch children were compared. In Flanders, the Dutch-speaking part of Belgium, NNHS and early fitting are implemented since 1999. In children with good auditory abilities sign-supported Dutch is used. For Dutch children, in contrast, NNHS is implemented in 2006 and a bilingual approach is used. Material and Methods: In Flanders 44 CI children and 30 children with hearing-aids performed a standardized reading-test. Z-scores
were compared with reference data of 550 Dutch children. MannWhitney U-tests were carried out. Results: Flemish children showed significantly higher reading levels than Dutch children. Young Flemish children performed on average only about 1 SD below the norm! Conclusions: The effect of early intervention and a sign-supported approach in Flanders is reflected in considerably better reading compression abilities of Flemish children, in contrast to those of Dutch children. E085 An evaluation of remote cochlear implant fitting in Russia 2 V. Bakhsinyan1 , O. Belov1 , C. Eikeland3 , A. Buchner ¨ , M. Winter3 , J. Fray4 , G. Tavartkiladze1 . 1 National Research Center for Audiology and Hearing Rehabilitation, Moscow, Russia; 2 Hearing Centre, Hannover, Germany; 3 “Auric”, Germany; 4 “Cochlear AG”, Switzerland
Aim: The aim of our study was to evaluate the possibility of remote cochlear implant fitting in current state of telecommunication infrastructure in Russia. Materials and Methods: Several fitting sessions were organized between two centers using Internet with and without data encryption. The “Remote Fitting System” consists of patient/clinic system environment, audiologist/clinic system environment and directory server. Results: During the fitting session the audiologist and the patient can communicate in a best possible way by means of a specially designed videoconference-module. The fitting of the CI sound-processor is done on the patient side, while both video information and the controlling functionality of the fitting software are transmitted to the audiologist via the internet. Conclusions: Our preliminary data show the usability of this system. The results of our clinical trials from our long-distance remote fitting sessions will be presented. E086 Paediatric music rehabilitation – our Journey Through the Rainforest J. Edge, E. Stark, L. Baxter, H. Crofts, S. Driver, L. Fry, K. Owston, H. Walters, K. Webb. Guy’s and St Thomas’ NHS Foundation Trust, Auditory Implant Programme, London, United Kingdom Aim: To develop listening, communication and language skills of paediatric cochlear implant users through music sessions. Materials and Methods: Our rehabilitation team gave workshops, using ‘A Musical Journey Through the Rainforest’, to deaf children in educational placements. A questionnaire monitored the impact, with outcomes to rate progress, both pre and post the sessions. Results: All reported more confidence running music groups with the resource and activities rated very relevant. Children changed in attention; communicative intent; turn-taking; awareness/interest in narrative; vocalisation; willingness to participate. Conclusions: Music with deaf children improves their listening, participation and ability to relate well to others (Robbins and Robbins 1980). Secondary benefits include improved eye contact, opportunities to build relationships and a sense of achievement individually and as part of a group (Keiner, 1984). Our results would support this. Our experience shows that demonstrating how to use a resource can encourage professionals to make use of it.
Abstracts, ESPCI 2011 / International Journal of Pediatric Otorhinolaryngology 75 (2011) 61–82
E082 Comparative study on developmental milestones, adaptive behaviour and educational performance between a group of Spanish deaf children who use a cochlear implant (CI) and hearing peers 1 M.S. Jimenez ´ , M.J. Pino1 , J. Herruzo1 . 1 Universidad de C´ ordoba, Departamento de Psicolog´ıa, Facultad de Ciencias de la Educaci´ on. C/S. Alberto Magno s/n, 14071 C´ ordoba, Spain
Aim: To compare the adaptive behavior, the developmental milestones and the learning outcomes in deaf Spanish children with CI, compared to hearing children. Material and Methods: 104 deaf children coupled to 104 hearing children according to: gender, age, socioeconomic status, residence, school and educational level. Descriptive case control cross study of. Data collected through Inventory for Client and Agency Planning (ICAP) and designed instrument. Results: Regarding adaptive behavior, social and communication skills; and those required for community living, lower results in deaf children. Looking at motor skills and those skills which necessary for personal life, no significant differences found. In the appearance of the first word and the first sentence; and the ages of sitting, standing and walking, group 1 (deaf CI) shows lower. The education gap is more common in group 1. Conclusions: Benefits in children with pre-lingual deafness. Do those benefits put them at levels of hearing children? E083 Academic performances of children with cochlear implants C. Celli1,2 , S. La Malfa1,2 , S. Zambelli1,2 , M. Barezzani1 , N. Nassif2 , D. Zanetti2 . 1 Paediatric Audiology, 2 ENT Department, University of Brescia, Spedali Civili di Brescia, Italy Aim: To investigate the scholastic achievements of pediatric CI recipients, compared with their hearing peers and with those wearing hearing aids (HA). Materials and Methods: Ten profoundly deaf children aged 8–10 years using CIs were compared with 10 peers with severe hearing loss habilitated with HA. All were tested and observed for at least 4 years, in the clinic and in their educational setting. The achievements in the topics involving verbal communication were evaluated through the scholastic cards. The teachers’ judgments were collected with a semi-structured interview. The receptive vocabulary was assessed by means of the Peabody Picture Vocabulary Test-Revised. All results were contrasted with those of normal hearing peers. Results: Lexical competence and overall academic performances of CI children equal or even surpass those of their hearing peers. Conclusions: Children wearing HAs, despite lesser degrees of hearing losses, lag behind on many items. E084 Reading comprehension of Deaf children in Belgium and The Netherlands A.M. Vermeulen1 , L. De Raeve2,3 , A. van der Kant1 , R. Schreuder4 . 1 CI Nijmegen, Hearing & Implants, University Medical Centre St Radboud, Nijmegen, The Netherlands; 2 Royal Institute for the Deaf (KIDS), Hasselt, Belgium; 3 Independent Information Centre on Cochlear Implants (ONICI), Zonhoven, Belgium; 4 Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition (DCC), Radboud University Nijmegen, Nijmegen Aim: In order to examine the effect of early implantation and spoken-language input, reading abilities of Flemish and Dutch children were compared. In Flanders, the Dutch-speaking part of Belgium, NNHS and early fitting are implemented since 1999. In children with good auditory abilities sign-supported Dutch is used. For Dutch children, in contrast, NNHS is implemented in 2006 and a bilingual approach is used. Material and Methods: In Flanders 44 CI children and 30 children with hearing-aids performed a standardized reading-test. Z-scores
were compared with reference data of 550 Dutch children. MannWhitney U-tests were carried out. Results: Flemish children showed significantly higher reading levels than Dutch children. Young Flemish children performed on average only about 1 SD below the norm! Conclusions: The effect of early intervention and a sign-supported approach in Flanders is reflected in considerably better reading compression abilities of Flemish children, in contrast to those of Dutch children. E085 An evaluation of remote cochlear implant fitting in Russia 2 V. Bakhsinyan1 , O. Belov1 , C. Eikeland3 , A. Buchner ¨ , M. Winter3 , J. Fray4 , G. Tavartkiladze1 . 1 National Research Center for Audiology and Hearing Rehabilitation, Moscow, Russia; 2 Hearing Centre, Hannover, Germany; 3 “Auric”, Germany; 4 “Cochlear AG”, Switzerland
Aim: The aim of our study was to evaluate the possibility of remote cochlear implant fitting in current state of telecommunication infrastructure in Russia. Materials and Methods: Several fitting sessions were organized between two centers using Internet with and without data encryption. The “Remote Fitting System” consists of patient/clinic system environment, audiologist/clinic system environment and directory server. Results: During the fitting session the audiologist and the patient can communicate in a best possible way by means of a specially designed videoconference-module. The fitting of the CI sound-processor is done on the patient side, while both video information and the controlling functionality of the fitting software are transmitted to the audiologist via the internet. Conclusions: Our preliminary data show the usability of this system. The results of our clinical trials from our long-distance remote fitting sessions will be presented. E086 Paediatric music rehabilitation – our Journey Through the Rainforest J. Edge, E. Stark, L. Baxter, H. Crofts, S. Driver, L. Fry, K. Owston, H. Walters, K. Webb. Guy’s and St Thomas’ NHS Foundation Trust, Auditory Implant Programme, London, United Kingdom Aim: To develop listening, communication and language skills of paediatric cochlear implant users through music sessions. Materials and Methods: Our rehabilitation team gave workshops, using ‘A Musical Journey Through the Rainforest’, to deaf children in educational placements. A questionnaire monitored the impact, with outcomes to rate progress, both pre and post the sessions. Results: All reported more confidence running music groups with the resource and activities rated very relevant. Children changed in attention; communicative intent; turn-taking; awareness/interest in narrative; vocalisation; willingness to participate. Conclusions: Music with deaf children improves their listening, participation and ability to relate well to others (Robbins and Robbins 1980). Secondary benefits include improved eye contact, opportunities to build relationships and a sense of achievement individually and as part of a group (Keiner, 1984). Our results would support this. Our experience shows that demonstrating how to use a resource can encourage professionals to make use of it.