Children with cochlear implants (CIs) show large individual differences in language outcomes. Environmental factors, e.g., adequate exposure to spoken communication, are potentially responsible. Music programs and engagement in musical activities could help foster children’s language and communication. Based on this evidence, we developed an online 12-week music program for toddlers with CIs and their mothers, with the aim to support children’s early vocabulary and communication skills. The program starts three months after children’s CI activation. Activities are performed online together with a researcher and by mother and child at home. We present outcomes on eight Italian toddlers (Mage=13.3 mos, SD=7.92; Mage at CIs’ activation=15.5 mos, SD=8.41) with profound congenital sensorineural hearing loss. Children’s vocabulary is assessed before implantation (T1), and at three (T2), six (T3), and twelve months (T4) after CI activation. Daily exposure time to different acoustic scenes was extracted from the Data logging system. Auditory outcome variables are collected. Preliminary analyses show negative correlations between children’s production scores and exposure to a quiet environment, both at T2 (p<.05) and at T3 (p<.01). Significant improvements were found in children’s receptive (χ²=11.60, p<.05) and expressive (χ²=7.41, p<.05) language between T1 and T3 and in children’s gestures between T1 and T3 (χ²= 6.64, p<.05). We also found significant improvements in Categories of Auditory Performance (CAP) between T1 and T3 (χ²=13.00, p<.01). Exposure to speech at T3 predicts children’s production scores at T3 (b=0.34 p<.05). Children’s production scores at T3 are also predicted by Pure Tone Average (PTA) aided at T1 (b=-0.15, p<.01) and by CAP at T3 (b=6.20, p<.05). Early engagement in an interactive online music program involving mothers and toddlers with CIs and early exposure to spoken communication could support children’s language and communication development.
An online music program for supporting language and communication development in toddlers with cochlear implants (CIs): preliminary results on toddlers’ vocabulary and gestures.
Michela Santangelo;Valentina Persici;Marinella Majorano
2024-01-01
Abstract
Children with cochlear implants (CIs) show large individual differences in language outcomes. Environmental factors, e.g., adequate exposure to spoken communication, are potentially responsible. Music programs and engagement in musical activities could help foster children’s language and communication. Based on this evidence, we developed an online 12-week music program for toddlers with CIs and their mothers, with the aim to support children’s early vocabulary and communication skills. The program starts three months after children’s CI activation. Activities are performed online together with a researcher and by mother and child at home. We present outcomes on eight Italian toddlers (Mage=13.3 mos, SD=7.92; Mage at CIs’ activation=15.5 mos, SD=8.41) with profound congenital sensorineural hearing loss. Children’s vocabulary is assessed before implantation (T1), and at three (T2), six (T3), and twelve months (T4) after CI activation. Daily exposure time to different acoustic scenes was extracted from the Data logging system. Auditory outcome variables are collected. Preliminary analyses show negative correlations between children’s production scores and exposure to a quiet environment, both at T2 (p<.05) and at T3 (p<.01). Significant improvements were found in children’s receptive (χ²=11.60, p<.05) and expressive (χ²=7.41, p<.05) language between T1 and T3 and in children’s gestures between T1 and T3 (χ²= 6.64, p<.05). We also found significant improvements in Categories of Auditory Performance (CAP) between T1 and T3 (χ²=13.00, p<.01). Exposure to speech at T3 predicts children’s production scores at T3 (b=0.34 p<.05). Children’s production scores at T3 are also predicted by Pure Tone Average (PTA) aided at T1 (b=-0.15, p<.01) and by CAP at T3 (b=6.20, p<.05). Early engagement in an interactive online music program involving mothers and toddlers with CIs and early exposure to spoken communication could support children’s language and communication development.
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